Minutes of the Board of Regents of Stephen F. Austin State University. 1994, Volume No. 131

Stephen F. Austin
State University
Minutes of the
Board of Regents
Nacogdoches, Texas
August 2,1994
Volume 131
TABLE OF CONTENTS
August 2, 1994
II' Hi APProval of Minutes, April 27,1994 Pafe
o? i4? Approval of Minutes, July 6, 1994 ,
93-176 Approval of President's Contract '.' }
Faculty and Staff Appointments for 1994-95 !
Changes of Status *
93-179 Promotions.. 2
93-180 Retirements 3
93-181 Holiday Schedule 3
93-182 LastClass Day Report.;.'.'.'.'.'.'.'.;;;:; 3
IVlll Underenrolled Class Report..."ZIZZ 1
93 185 aE^ ^ytional Plan for Instrlictionai Teiwommunications' 4
•r*j ioj approval oi JM&jor in D3.nc6
93-188 Parkingand"
Z.'.'.'ZZ5
qi ioi c 1-" C5??*es Les« Than""$56,OOO ".!.'Z.'.V. c
93-193 Selection of Bond Advisor. J
Acquisition of Software for P^'h^in'gDepartment.' 5
Selection of an Insurance Agent of Record <
Authorization to Sign Vouchers and Checks <
<vi mo Authorization to Approve Travel Requests. 2
01" 00 S°llege ,Work Studv Allocation.... .Z $
oilm Revenuefrom University Food Services Sales £
93-200 Construction of Metal Building 9
93-201 Lease of Faculties 6
93-202 " "
Reports
Faculty Senate Chair
Student Government Association President
Xf? S^1^ for Univeraty Advancement
SFA 98 initiatives
President
^2S^
Appendix No. 5 - Parking and Traffic Regulations
Appendix No. 6 - Risk Management Policy
Appendix No. 7 - Historically Underutilized Business Policy
Appendix No. 8-Budget Changes Less Than $50,000
MINUTES OF THE MEETING
BOARD OF REGENTS
STEPHEN F. AUSTIN STATE UNIVERSITY
NACOGDOCHES, TEXAS
August 2,1994
The meeting was called to order at 9:10 a.m. by Chair Sissy Austin.
93-174
Upon motion of Regent Monies, seconded by Regent Adlrison with all members voting
aye, it was ordered that the minutes of April 27,1994 be approved.
93-175
Upon motion of Regent Monies, seconded by Regent Christopher, with all members voting
aye, it was ordered that minutes of July 6,1994 be approved.
93-176
Upon motion of Regent Adkison, seconded by Regent Shaw, with all members voting aye,
"w^^eredthatthe four-year employment contract for Dr. Dan Angel, President, be
93-177
wL^rr^K0^8?",1,0^^1161".*Seconded by **&ni Montes« **" ■* membe« voting aye, it
was ordered that the following appointments be approved:
1. Music
Mr. Fred J. Allen, Assistant Professor (Director of Bands), M.M. (Texas Tech
University), at a salary of $40,000 for 100% time for nine months, effective fall semester,
tSi S?^ ?S& Assoc,kte Professor, D.M.A. (University of Illinois), at a salary of
$40,000 for 100% time for nine months, effective fall semester, 1994.
2. Secondary Education
Dr. BobJyD. Browning Associate Professor, D.Ed. (North Texas State University), at a
salary of $45,000 for 100% time for nine months, effective fall semester, 1994.
3. Social Work
Dr. Barbara Heard-Mueller, Assistant Professor, D.S.W. (University of Texas at
Arlington), at a salary of $28,640 for 100% time for nine months, effective fall semester,
1994.
4. Nursing
Ms. Joy M. Ciaccio, Instructor, M.S.N. (U.T. Health Science Center af ^n AntnniM „♦
salary of $31,000 for 100% for nine months, effectivefaU s^mesS 1994 }>
5. Criminal Justice
^^^VnrTm^?1^ *?****> M-S. (Sam Houston State University), at a salary
of 531,900 for 100% time for nine months, effective fall semester, 1994.
6. University Affairs
Alat * **"* °f $20'796 for ^^ months'
Mr Royce Chadwick, Women's Head Basketball Coach, at a salary of $65 000 for
twelve monAs, with a^summer camp stipend based on the number of participants
M 116139199944 CUlTem Sakry M stipuIated » "■ contract- e&ctive
Ms. Gail Striegler, Women's Assistant Basketball Coach and Instructor of
Kinesiology, at a salary of $35,000 for ten and one-half months, effective July 18,
!ft.^rF&n^1 •lfcad W?mCI£ T^k Coach "* a*™** of Kinesiology, at a salary of $32,000 for nine months, effective August 23,1994.
93-178
Upon motion of Regent Monies, seconded by Regent Christopher, with all members voting ave it
was ordered that the following changes of status be approved. g ye'"
1 • Communication
Ms. Patricia Angel, Lecturer, from a salary of $2,185 for 50% time to $4,370 for 100%
time tor Summer L
Mr. Morgan Hdred, Lecturer, from a salary of $2,250 for 50% time to $4 JOO for 100%
time for Summer L
2. Computer Science
Dr. Michael M. Pickard, Assistant Professor, from a salary of $7,888 for 100% time for
Summer H to a salary of $15,777 for 100% time for Summer I and Summer H.
3. Economics and Finance
Mr. Jesse H. Richardson, from Assistant Professor at a salary of $40,885 for 100% time
Erim5£month*> to A58*8131" Professor and Interim Department Chair at a salary of
$51,970.55 for 100% time for eleven months, effective fall semester 1994
4. Liberal Arts
5. Management and Maiketing
6. Business Affairs
93-179
<* «* Liberal Am
- ^P^". Chair for fe
To Librarian HI:
Ms. Jimmi Rushing
To Professor Emeritus:
Dr. Elray S. Nixon, Biology
93-180
St^&S^T M0MeS- '*-'—»- votin, aye, it was
1 • Economics and Finance
Dr. Lynnette K. Solomon, Professor and Chair, effective July 31,1994.
2. Management and Marketing
Dr. Robert R Solomon, Professor, effective July 8,1994.
93-181
93-182
93-183
• SSfVEleVr aem^Frcnch
Required course to keep proper sequence
Required for graduation
3. GOL 123.01 - General Geology H
Enrollment: 7
Required for graduation
Program requirement
93-184
^
93-185
93-186
93-187
93-188
93-189
Upon motion of Regent Shaw, seconded by Regent Windham, with all member,
93-190
^^
93-191
93-192
Upon motion of Regent Windham, seconded by Regent Christopher with all memher*
voting aye, it was ordered that budget changes of sWStoSteSSflS afp^nted.
93-193
Upon motion of Regent Adkison,
93-194
93-195
Upon
£yg if ««»#»* ~-J~ I Il.44l. «•'« « " ~* ~7~«? ~——»^K«*v«' With
93-196
ion of Regent Kelley, seconded by Regent Shaw with all mem
it
President
Vice President for Business Affairs
Controller
Director of Financial Services
Assistant Business Manager
Assistant Controller
Librarian
Associate Library Director for Public Service
Assistant to the Director of Libraries
Associate Library Director for Technical and Automated Services
93-197
93-198
93-199
93-200
President
Vice President for Academic Affairs
Vice President for Business Affairs
Vice President for University Affairs
Vice President for University Advancement
93-201
93-202
Upon motion of Regent Shaw,
urn ortaed thu the fteddentbe «udWd BS^ftSTtaTeSfblS'"*-"
accountsim an Mount (10 cover the cost of S31JXX> by whkh itebS?SS2ffi^
—< cos, of SlTUHO) sufflcio, to p^xei wirte^^^^of fc
Reports Presented From:
A. Faculty Senate Chair, Dr. Pat Barton
•Confidentiality of student evaluations
•Uniform code on grievance procedures
b-
C Repor, on SFA 98 Inidadve, Dr. Fred Kinerfc and Dr. Rober. Szafran
E. President, Dr. Dan Angel
'SffiSMSSSigr'- Md ""«*» »f Music building which
^^t award ruling $2.3 „*» for EducanonaJ Leadership
^ Bom Chair announced the following membership for Board con»>i
»>i«e« for
Executive A . .
Sissy Austin, chair Academic anilLStudem Affaj
Ron Adlds^Vte Chair TES1*01*
RttKllS
Lynn Monies, Chair Buildings
IChST Roy Blate, Chair
Appendix No. 1
COVER PAGE
INSTITUTIONAL PLAN FOR INSTRUCTIONAL
TELECOMMUNICATION
Name of Institution: . Stephen F. Austin State
Address: 1936 North Street
City/State/Zip: Naconrinrhfls. TV 7fiQfi9
Program Director: Thomas P. Franks. Dean
College of Erinratinn
Telephone Number: (4091568-2901
Date of Plan Approved by Governing Board: On Agenda for April 25 & 26.1994
Meeting
February 18.1994
Vice President of Academic Affairs A (Date)
INSTITUTION:
REQUEST:
February 1994
Stephen F. Austin State University
This proposal seeks authority for Stephen F. Austin State
University to offer for-credit courses via a distance learning
network which will link the campus in Nacogdoches to
approved sites in the Deep East Texas area. The network will
make use of instructional telecommunications
technologies such as interactive video, cable television
broadcasts, and wide-area computer networking.
As a regional state supported institution, Stephen F. Austin seeks
the most effective instructional methods to serve school districts
rural communities, and residents-at-large in the area
The area residents look to Stephen F. Austin for educational
services and professional development instruction. As one of the
three largest producers of teachers in the State, the University has
a well established presence in the region and a continuing
responsibility to support the professional needs of both practicing
teachers in the public schools and student teachers at the
University who are completing requirements for certification.
Stephen F. Austin State University through its College of
Education was selected in 1992 to receive funding and authority
from the Texas Education Agency to establish a Center for
Professional Development and Technology. The goal of the
Center is to work cooperatively with public school teachers and
administrators in a field based instructional program that
enhances best teaching practices, staff development, and the
integration of technology into the classroom. Part of the money
from the 1.3 million dollar grant was used to purchase equipment
for a distance learning network between SFASU and Angelina
College. This network has been used to deliver three courses
this year, under experimental authority from the Coordinating
Board, to the Angelina College Campus. Second year funding
for the grant provides funds for the installation of a second net
work at a site yet to be determined. A grant proposal submitted to
the Rural Electrification Administration (REA) would provide if
funded, for additional networks.
As currently envisioned the networks would provide services
which could include the following:
1. Graduate and undergraduate for-credit coursework approved
by the Coordinating Board with the concurrence of neighboring
colleges. Offering courses in this manner would greatly
reduce the travel by faculty members to distant sites.
2. Non-credit continuing education activity.
3. Two-way interactive audio-video conference facilities for
business, medical, education, government, and communitv
personnel.
In summary, our request is for approval of an institutional plan
for instructional telecommunications which would (1) continue
the experimental program that was conducted this year at
Angelina College, (2) authorize the addition of an additional site
rom the list shown below, to be funded by our second-year Center
for Professional Development and Technology Grant and (3)
authorize the addition of other sites if funding is received from the
REA. In each case, courses taught would be those being
conducted at the same time on the SFA campus. Classes would
be composed of students on campus and at the approved
distant site.
'• Authority and General Information
A. (1) Board of Regents' agenda April 25 & 26,1994 (Approval
notice will be sent to the Coordinating Board immediately).
(2) Proposed implementation date: Fall 1994
B. Stephen F. Austin State University proposes to offer, to students off
campus, approved courses in accredited academic programs via the following
telecommunications technology: interactive video network, satellite downlink
community cable distribution, video packages, and computer networks. All courses
offered would support a campus-based degree or certificate program, primarily the
masters degree and professional certificates offered by the College of Education All
such courses would receive final approval for telecommunications delivery by the
regional councils, the Coordinating Board, appropriate department chairs, and
college deans before their actual delivery. Assurance of student interest at the remote
site would be received prior to the scheduling of courses. Such students would meet
he University s requirements for admission or for concurrent enrollment, in the case of
those with high school status, and would complete approved procedures for course
registration before the beginning of the course.
C. SFA delivers non-credit, public service cable casting via Channel 2 to all
cable-receiving sites within the viewership area of the city of Nacogdoches. Interactive
video television receive sites would include other educational institutions within the
city remote sites within commuting distance of SFA as a service to commuting
students, remote sites where SFA students are serving intemships or providing public
service, and other sites approved by the Coordinating Board.
Sites designated for other telecommunications delivery within the next two to
five years could include:
(1) Longview for graduate courses
(2) Kilgore for graduate and undergraduate courses approved by the
regional council and the Coordinating Board
(3) Nacogdoches High School for graduate courses and undergraduate
courses for students in a concurrent program
(4) Fairfield for graduate courses
(5) Angelina College for graduate courses and undergraduate courses as
agreed upon with Angelina College
(6) Crockett for graduate courses
(7) Jasper for graduate courses
(8) Center for graduate courses
(9) Diboll for graduate courses
(10) The campuses of other public and private institutions of higher
education, in support of approved cooperative degree or certificate
programs in effect between or among SFA and such other
institutions.
D. Concurrence from affected institutions in the area will be obtained
before instruction begins.
E. Quality
A. Quality issues addressed in Subchapter 4, especially Section 5.152
and Subchapter J, of Chapter 5 of Rules and Regulations of the Texas Higher
Education Coordinating Board have been incorporated into the standard operating
procedures of the program.
Each department that originates instructional telecommunications credit courses will
follow the usual academic review procedures for all courses and will review the quality
of each course to assure that it is equal to or greater than the quality of on-campus
instruction. All faculty will agree to undertake research projects to monitor the quality
of student learning, assess the impact of the instruction, and consider the economic
effectiveness of instruction via telecommunications courses. For courses which are
part of an externally funded project, external evaluation procedures will be used also
to determine quality and efficiency of course delivery. Evaluation of the learning
network will be an ongoing team process composed of members representing all
partners in the program. The purpose of the evaluation will be to objectively
determine if the objective goals of the site-based instructional program are being met.
The evaluation team will meet on a regular basis throughout the year to assess the
distance learning project's progress and outcomes.
A typical class session will include a group of students gathered in a SFA classroom
and in the distance learning facility. An instructor will be present at the Stephen F.
Austin site and a distant site facilitator will be present at the Angelina site for each
class period. The SFA instructor will meet with the students for an orientation prior to
the first class meeting. Should the need arise the instructor will make additional visits
to the distant site. Lecture can be conducted at either site. Students will be allowed to
attend class at either site. Everyone at each site will be able to hear and see
everyone at the other site through the instructors' control of cameras and television
monitors. All faculty using instructional telecommunications technology will receive
training on its use.
Visual aids may be seen by persons at each site simultaneously. Information may be
transferred through a computer at each site and hard copies of materials may be
exchanged through a fax machine at each site. Because of this complete video, audio,
and data link, a course of equal credit and comparable quality will be simultaneously
delivered at the transmitting and receiving classroom.
Library resources for the courses will be made available in several ways. For each
course, the professor will deliver selected resources to the distance site during the
orientation class meeting. Resources are also available at Angelina College. Finally,
students will have full access to the SFASU library which is open for convenient
access by off-campus students.
B. All Instructional Telecommunications credit courses will be taught by
regular full-time faculty or other faculty members approved by the Vice President for
Academic Affairs and the Coordinating Board. Examples of others may include
distinguished visiting faculty, adjunct faculty, specialists, and other individuals with
appropriate or unique expertise.
C. All credit courses will have a structured plan for faculty/student
interaction that includes an orientation session at the beginning of the course, periodic
scheduled sessions on an individual basis or in a group setting, and provision for
access by the student to the instructor of record by telephone or other means. The
instructor of record may use telecommunications technology for live interaction with
students during orientation, advisement, and individual consultation, as well as during
the regularly scheduled class period.
D. The SFA library will provide support services to other locations where
instructional telecommunications are being delivered. The type of service will be
based on location. If the location is within commuting distance of the library, then the
library will provide the complete services that are available to any student of the
institution. In other words, a library card will be issued and access to the library
resources and staff will be the same as that for any other student of the university.
If the location of the instructional site is beyond the normal commuting distance
of the library, the services provided and how these services will be provided will vary.
The following options are a possibility:
(1) Access to the on-line catalog which is a computerized card catalog and
functions as the main index to books, serials, audio-visual materials,
SFA theses, and software holdings of the library will be made available.
This will be possible via a personal computer from the students1
work/home site should they have a computer with a modem.
(2) The library will work to have learning resources available at instructional
telecommunication sites. The library will place materials from its
collection on reserve in a library at or near the instructional location
enabling the students access to a wider variety of materials than are
available from local libraries. A staff person in the library is designated to
handle the coordination of library related needs at off-campus
instructional sites.
When additional materials and books are needed for the local site as well as for
off-site use, appropriate supplemental funding will be provided by the University.
E. No more than one-third of the semester credit-hour requirements for a
degree or certificate program would be earned through instructional telecom
munications courses unless approved by the President, Board of Regents, and the
Coordinating Board.
3. Delivery Systems
Stephen F. Austin State University will use both multi-point and point-to-point
interactive video technologies among the various receiving sites. The network is
capable of simultaneous audio and video transmission. Delivery media include T-1,
fractional T-1, and cable television circuits.
All faculty engaged in delivery of instruction to distant sites will receive training
on effective use of telecommunications as an instructional tool.
4. Costs $273,800
a. Acquisition Costs $225,000
The original cost of equipping the classroom on campus was
$75,000. Likewise, the cost of equipping the receive site at
Angelina College was $75,000. These costs were paid from
1992-93 grant funds which established SFA's Center for
Professional Development and Technology (CPDT). Funds for
a second receive site ($75,000) are in the 1993-94 CPDT budget.
The video conferencing equipment for these installations is the
V-Tel brand.
b. Distribution Costs $34,200
1993-94 costs ($850 per month) for a T-Line to Angelina College are
being paid by the CPDT budget. Future costs to the University,
therefore, would be $10,200 per year at current rates.
Additional 1994-95 costs, estimated to be $4400 per month for a T-1
line to Kilgore, will be shared by users of the technology. SFA's
share is expected to be $2,000 per month or $24,000 per year
at current rates.
c. Personnel Costs $14,600
Faculty. Since telecommunications courses will be regularly
scheduled classes there will be no additional faculty costs.
We will be offering regularly scheduled classes at one or two
distant education receive sites.
Administrative. Oversight for equipment operation and scheduling
will be provided by the Technology Specialist employed
by the Center for Professional Development and Technology
at a prorated cost of $9,000 for approximately 20 per cent of his time.
Other aspects of administration will be done by the academic department
chairs as a part of their regular responsibility.
Support Staff. Technical support will be provided by campus
technical support personnel who repair and maintain University
electronics equipment. Approximately five percent of one fulltime
equivalent technology specialist's time will be devoted to distance
education equipment at a pro-rated cost of $3,800. Site facilitators will
be employed at receive site to make sure that equipment and rooms are
available and operational and to provide other services as needed by
instructors and students. The cost of this support is estimated to be $60
per week for 30 weeks (two semesters) for a total of $1800 for two sites.
d. Student Support Services.
There will be no additional costs since students in telecommunications
courses have access to the same service as other students.
e. Equipment and Facilities.
Initially there will be no additional costs beyond those described
above for acquisition and distribution.
f. Maintenance and Operations.
There will be no additional costs until warranties expire at which
time repair will be handled by University technicians who are included
under costs for support staff.
g. Supplies and materials.
There will be no additional costs beyond those normally provided for
on-campus courses.
h. Other.
No other additional costs are anticipated.
Income $314,280
a. State appropriations $70,560
Income will be produced through regular formula funding. Since most
courses will be graduate courses it is estimated that the formula will
generate $70,460 based on 4 courses per site per semester
(16 sections) with an average of 15 students per section. (720 graduate
semester credit hours at $98 per hour)
b. Local funds $18,720
Based on enrollment figures shown in a above, at $26 per semester
credit hour.
c. Other State Funding $225,000
Grant funds from the CPDT (1992-93; 1993-94).
d. Other $0 for the foreseeable future
Additional income, if needed in the future, would be from distant
education course fees paid by students and other users of our
distant education resources such as school districts, region education
services centers, other colleges, and businesses.
STEPHEN F. AUSTIN STATE UNIVERSITY
Instructional Telecommunications Costs Estimate Form
Student Support Services
Equipment and Facilities
Maintenance and Operation
Supplies and Materials
Other
Income
Category
"State Appropriations
"Local Funds
Other State Funding
(1992-93,193-'94 CPDT Grant)
Reallocation of Existing Funds
Federal Funds
Other Funding
'Continuing Costs
"Continuing Source of Income
TOTAL
TOTAL
0
0
0
0
0
$273,800
Estimated Income
$70,560
18,720
225,000
0
0
30,000
$314,280
5. Course Inventory
Courses to be offered by telecommunications for regular college credit will be
included in the institution's current course inventory as approved by the Coordinating
Board. Such courses must support an authorized degree or certificate program.
See the list of courses below. The courses are also listed on the attached "Y"
update forms.
ELE121 INTRO TEACHING
ELE 300 SEMINAR IN CLASSROOM MGM & DIS
ELE489 METHOFTCHENGASASECLANG
ELE 527 ELE SCHOOL CHILD ADV
ELE 533. LAB FOR TEACHERS
ELE 577 PROFESSIONAL DEVELOPMENT
ELE 578 SEMINAR
ELE 580 DISP: BEHAV AND MISBEHAVIOR
ELE 581 CUR ISSUES AFF TCH
ELE 582 LEARN STYLES & TECH STRAT
RDG 574 TEACHING READING WITH T
SED 301 SCHOOLS & SOCIETY
SED 578 SEMINAR
NUR312 PATHOPHYSIOLOGY
SCREEN- DHMOOY Please use this form to ADD to, or DELETE from, your institution's ANNUAL PLAN for telecommunications
LPG: TELY courses for the academic year shown below.
INSTITUTION: Stephen F. Austin State Univ
DIUM: TVjQt' Audio/Radio Computer
(2) FlCECode: (3) ACADEMIC YEAR: 19
LR.
Other (Specify),
uctions are on back of this form.) C8393 THECB, "Y"Fi!e 1 88
Appendix No. 2
NAME OF INSTITUTION Stephen F. Austin State University
NAME OF PROPOSED PROGRAM Dance Maior
Display how proposed program(s) would appear on the Coordmating Board
program inventory; include Texas CEP code designation(s).
Bachelor of Science in Dance
CD? 131314-0004
How would name(s) of program(s) appear on student diplomas?
Bachelor of Science
How would name(s) of program(s) appear on student transcripts?
Bachelor of Science Maior: Dance
Administrative unit(s) responsible for the program(s):
Department of Kinesiologv and Health Science: College of Education
Proposed date for implementation of program: Fall '94
Person to be contacted for further infomiation about proposed program(s):
Name: Dr. Mel Finkenberg Title: Chair. Department of Kinesiologv &
Health Science
Phone: (409) 568-3503 FAX: (409)568-1850
Signatures:
l/l/fY
Campus Chief ^cecutive Officer Date
N/A
System Chief Executive Officer Date
(As appropriate)
Governing Board approval date:
FORMAT FOR NONSUBSTANTIVE PROGRAM REQUESTS
I. REASON FOR REQUEST
.4. Provide a rationale for the request. Include information on program
need'demand, including similar programs at Texas public and
independent universities, demand from potential students, and job market
needs.
By offering a baccalaureate degree in dance at Stephen F. Austin State
University, the dance program, the Department of Kinesiology and Health
Science, the College of Education, and subsequently the University would
benefit. The dance program at SFA has grown from offering activity
classes such as modern dance and folk dance to offering a full curriculum
for technique and professional courses designed to adequately prepare the
student for competent service as a teacher of dance. In order to sustain the
progress and growth which the dance program has shown, it would be
highly beneficial to offer a major in Dance.
Since 1978 the dance program has supported a second teaching field in
dance. Because dance does not have major status, academic advising
remains subordinate to the student's first teaching field. The ability to
major in dance would enable the student to more adequately focus on
his/her primary teaching goal. In addition, an undergraduate degree in
dance is the most appropriate degree for the student who wishes to pursue
graduate studies in dance. A graduate degree is necessary for one whose
goal is to teach at the junior college or university level. Granting major
status to dance would also be in line with the recommendation by The
Southern Association of Colleges and Schools.
The current second teaching field dance curriculum is sufficiently complete
to be converted to a major without any immediate additions to faculty,
facilities, or curriculum. The dance faculty holds terminal degrees; the
dance studio and other spaces are adequate; and the dance teaching field
demands 29 hours of study in specified courses.
By offering thorough training in the field of dance, SFA would attract
students who wish to teach dance on the secondary level as well as those
who will pursue graduate studies in dance. This would benefit both
students and Stephen F. Austin State University.
B. Include any historical or other documentation to support request.
Two studies recommended dance as a major: The Southern Association of
Colleges and Schools (1990) and the Departmental Effectiveness Committee of
the Department of Kinesiology and Health Science (1993-94).
PROGRAM DESCRIPTION
A. Provide a description of the program, including educational objectives,
degree requirements, and curriculum requirements.
The dance major will entail the same course work as the existing teaching
field in dance plus 2-3 hours of study in supportive course work in
prevention and care of injuries or costuming or lighting. The dance
teaching field comprises 29 hours of study and includes courses in dance
technique (ballet, modern and jazz) as well as lecture/lab classes in dance
performance, improvisation and composition, rhythmical analysis of
movement, history and philosophy of dance and analysis of movement.
Folk Dance and Ballroom Dance may be taken as electives.
The SFASU General Bulletin 1994-95 states, "The primary purposes of the
Department of Kinesiology and Health Science are related to the
preparation of health science, kinesiology, and dance teacher..." (p.219)
To state this objective more specifically, the dance program is committed
to providing the region with secondary level teachers certified in dance. In
addition, educational objectives are rooted in the philosophy that the
successful teacher will have an understanding of sound principles of
movement, scholarship, and professional attitudes.
Degree requirements:
BS for Students in the College of Education
(Dance)
1. General Education Requirements
A. Communication Skills (12 hours)
(1) Six semester hours from: ENG 131, 132, 133, 235.
(2) Six semester hours from: COM 111 and CSC 101, 121, or MTH
264.
B. Quantitative Skills and Sciences (10-11 hours)
(1) Three semester hours from: MTH 127, 128, 133, 138, 139, 143,
144, 220.
(2) Seven to eight semester hours from: BIO 238* and AST 105*;
BIO 121*, 131, 133, 225; CHE 111*, 112*, 133*, 134*,231*;
GOL 131*; PHY 101*, 102*, 110*,,118*, 131*, 132*.
An asterisk following a course number indicates that the appropriate
laboratory course must be taken in conjunction with the lecture course.
C Humanities (12 hours)
(1) Three semester hours from: ART 280, 281, 282; MUS 140, 160;
THR 161, 370.
(2) Six semester hours from: HIS 133 and 134 or 135 and 136.
(Three semester hours of Texas history may be substituted for one
of the American History courses.)
(3) Three semester hours from: ENG 215, 221, 222, 231, 232, 234,
273, 360; FRE 304; GER 304; SPA 407, 412; PHI 153, 205, 223;
ILA111, 112, 131, 132;HIS131,132;SPH 173,274.
D. Social Sciences (9 hours)
(1) Six semester hours from: PSC 141, 142.
(2) Three semester hours from: ANT 231; ECO 101,231,232; GEO 130,
230, 310, 332, 344, 365, PSY 133, 143, 153; SOC 137, 138, 139, 253.
E. Physical Education (4 hours). Four semester hours from:
physical activity courses.
F. College-selected requirements (6 hours) chosen from categories A-D
as recommended by the faculty advisor.
2. An academic major of at least 31 hours with at least 12 semester hours in
advanced courses with at least 9 advanced at SFA.
3. An academic minor of at least 18 semester hours (of which at least 6 must
be advanced, including 3 advanced at SFA) or a second teaching field of at
least 24 semester hours (of which at least 12 must be advanced, including 6
advanced at SFA).
4. Professional certification courses as specified by the state (24 semester
hours) for those students seeking teacher certification.
5. Forty-two or more semester hours of advanced work (courses numbered
300-499 inclusive), at least 36 at Stephen F. Austin State University.
6. A minimum of forty-two semester hours in residence (on SFA campus) work.
7. Enough additional hours to make a total of at least 130 semester hours.
8. A grade of at least C in each freshman English course, and a C average in
course work completed at SFA, course work completed in the major and
minor fields, considered separately at Stephen F. Austin State University.
These required averages are based on those courses in each category which
are included in the student's official degree plan.
Proposed curriculum for DANCE/MAJOR:
Technique: # of hours
DAN 202 BALLET II 2
DAN 203 JAZZ DANCE II 2
DAN 204 MODERN DANCE II 2
DAN 302 BALLET III 2
DAN 304 MODERN DANCE III 2
Theory/Practical:
DAN 256 DANCE PERFORMANCE 2
DAN 300 IMPROVISATION AND COMPOSITION OF DANCE .... 2
DAN 301 RHYTHMICAL ANALYSIS OF DANCE MOVEMENT... 2
DAN 341 HISTORY AND PHILOSOPHY OF DANCE 3
DAN 356 DANCE PRODUCTION 3
DAN 400 THEORY AND PRACTICE OF DANCE 3
DAN 480 CHOREOGRAPHIC PROJECT 0
KIN 417 ANALYSIS OF MOVEMENT 3
KIN 417L ANALYSIS OF MOVEMENT LABORATORY 1
2 - 3 hours from: 2-3
KIN 357 PREVENTION AND CARE OF INJURIES(3)
THR 231 INTRODUCTION TO THEATRE COSTUME(3)
THR 242 INTRODUCTION TO LIGHTING(2)
TOTAL 31-32 houre
HI. RELATIONSHIP TO EXISTING AUTHORIZED PROGRAMS
A. Demonstrate the relationship between the proposed program and existing
authorized programs.
The proposed program (the Dance Major) is identical in terms of
curriculum to the existing Dance Teaching Field with an additional 2-3
hours of supportive course work.
B. Describe how the proposed program would affect existing programs,
including the potential effects on enrollment (e.g. the need for additional
sections or increased class sizes, faculty and library resources).
The proposed program would effect the existing program in terms of the
potential for increased enrollment and increased visibility; however, there
will be no need for additional sections, faculty, nor resources of any kind.
IV. EXPECTED ENROLLMENT
A. Estimate the cumulative headcount and full time equivalent (FTE)
enrollment for each of the first 5 years (majors only, considering expected
attrition and graduation) and indicate the number expected to be new to
the institution each year.
YEAR 1: 20 (based on 5 graduating seniors and 5 incoming freshmen or
transfer students)
YEAR 2: 20 (based on above)
YEAR 3: 25 (based on 5 graduating seniors and 10 incoming freshmen or
transfer students)
YEAR 4: 30 (based on above)
YEAR 5: 45 (based on 5 graduating seniors and 20 incoming freshmen or
transfer students
B. Explain assumptions used in making these estimates.
Assumptions for years 1 and 2 are based on the cumulative headcount and
FTE enrollment for teaching field students for the past 5 years.
Assumptions for years 3-5 are based on the idea that a dance major will
provide needed visibility and incentive for students to pursue their dance
education at SFA.
V. RESOURCES
A. Provide descriptions of courses that haw been implemented and new
courses needed.
1. List and describe courses implemented within the last three years that
would be included in the new program curriculum.
DAN 203 Jazz Dance II: Technique and principles of intermediate jazz
dance.
DAN 302 Ballet III: Analysis, demonstration, and practice of
intermediate/advanced techniques of ballet.
DAN 304 Modern Dance III: .Analysis, demonstration, and practice of
intermediate/advanced techniques of
modern dance.
DAN 400 Theory and Practice of Dance: .Analysis, demonstration, and
practice of various approaches
to dance as an educational and
performing medium.
DAN 480 Choreographic Project: Development and production of an
extended choreographic work.
REVISED:
DAN 202 (formerly DAN 258): Analysis, demonstration, and practice
of intermediate ballet techniques.
DAN 204 (formerly DAN 259): Analysis, demonstration, and practice
of intermediate modern dance
technique.
ELECTIVES:
DAN 106 Ballroom Dance: An introduction to social dance that
includes the fox trot, waltz, tango, cha
cha, swing and rhumba.
DAN 200 Special Studies in Dance: a topics course in an area of
student need and interest
DAN 475 Special Problems: Independent investigation through
conferences with instructor
2. List and describe new courses not yet implemented for the progi'am.
None
B. Describe faculty resources and faculty requirements if any.
1. List current faculty members, indicating highest earned degree/
institution, field of study, current teaching and research assignments,
dates of appointment, and anticipated contribution to the program.
Specify course(s) each faculty member would teach.
Stan Bobo, MFA, Florida State University, Dance
Current Teaching: 12 credit hours per semester in: dance, technique
(ballet, modern, ballroom, folk), dance history,
dance production, theory and practice of dance,
repertory dance company,
Date of Appointment: 9/80 to present
Elizabeth Rhodes, MFA, Mills College, Dance
Current Teaching: 12 credit hours per semester in: dance, technique
(ballet, modern, ballroom, folk), dance history,
dance performance, rhythmic analysis of movement,
improvisation and composition, repertory dance
company.
Date of Appointment: 8/91 to present
Anticipated contribution: Both Mr. Bobo and Ms. Rhodes will
continue to teach courses as listed above respectively. They will
continue to co-direct and choreograph for the SFA Repertory Dance
Company which has participated in regional and national, professionally
adjudicated dance festivals. Both will continue to work toward
increased visibility of the dance program and continue to bring
recognition to the dance program through personal accomplishments
and accomplishments of dance students. Ms. Rhodes will continue to
serve as faculty sponsor of the SFA Alliance, the student, university-level
organization of the Texas Association of Health, Physical
Education Recreation, and Dance which is associated with the
American Association of same. She will continue to serve as director
of the SFA Dance Guild, a community support group for the Repertory
Dance Company. Both Mr. Bobo and Ms. Rhodes will continue to be
actively involved in professional organizations.
Courses Mr. Bobo would teach:
Courses Ms. Rhodes would teach:
2. If current faculty would be teaching new courses, how would their
teaching assignments change, and how would their current
assignments be accommodated?
No new courses will be taught.
3. List all new positions (faculty, graduate assistants, clerical/support,
etc.) required during the first five years of the program and indicate
whether the positions would be additions or reassignments. If
reassignment, indicate the source.
None.
C. Describe status of equipment with regard to this request.
1. Itemize expenditures during each of the last 3 years for equipment and
supplies specifically for the proposed program.
TOTAL $2,589
Equipment related to instructional delivery is sufficient to support this
program.
D. Describe status of facilities with regard to this request. Include any
alterations or renovations of existing facilities made during that three
years that would be used for the new program.
The dance studio includes a 95 by 48 foot sprung, hardwood floor and wall
to wall mirrors. Other facilities include a costume lab, a music room, and
classrooms for the various lecture classes taught within the dance program.
The Griffith Fine Arts Center offers an 1100 seat proscenium stage theatre
for the dance company's annual concert.
E. Provide library staffs assessment of library resources necessary for the
proposed program, if applicable.
Dance faculty met with Bernice Wright, the acquisition librarian, in the
Spring of 1994: current library resources are good.
Appencix No. 3
Substantive Degree Program Request
NAME OF INSTITUTION: Stephen F. Austin State University
NAME OF PROPOSED PROGRAM: Master of Arts Degree in Rehabilitation
Counseling.
Display how proposed program(s) would appear on the Coordinating Board program inventory; include Texas
CIP code designation(s).
Master of Arts Degree in Rehabilitation Counseling, Texas CEP Code: 51:2310,00
How would name(s) of program(s) appear on student diplomas?
Master of Arts Degree: Rehabilitation Counseling
How would name(s) of program appear on student transcripts?
Master of Arts Degree: Rehabilitation Counseling
Administative unit(s) responsible for the program(s):
Counseling and Special Educational Programs, College of Education
Proposed date for implementation of program: January 1, 1995
Person to be contacted for further information about proposed program:
Name: Dr. Robert 0. Choate Title: Director, Rehabilitation Counselor
Education Program
Phone: 468-2906
Signatures:
Campus Chief Executive~bffi*§r ^ Date '
Substantive Degree Program Request
STEPHEN F. AUSTIN STATE UNIVERSITY
Chronology of the Rehabilitation Counselor Education Program
Substantive Degree Program Revues:
SL BSTANTIVE DEGREE PROGRAM REQUEST
PROGRAM ADMINISTRATION
A. Describe how the program would be administered
1. Indicate the name and title of person(s) who would be responsible for
curriculum development and on-going review.
Dr. Robert 0. Choate, Director of the Rehabilitation Counselor Education
Program will have responsibility for the day-to-day operation and the
development of curriculum through the coordination of faculty input. The
RCEP faculty meet-bi-weekly during the long semesters and monthly during
the summer to review curriculum, evaluate students and review program
evaluations by students, supervisors and employers. Dr. Choate reports to
Dr. Anna Bradfield, Department of Counseling and Special Educational
Programs Chair. Dr. Bradfield reports to the Dean of the College of
Education.
2. Describe responsibilities for student advisement and supervision.
Upon admission to the graduate program, students are assigned to the RCEP
Director for initial advising and orientation. During their first semester in the
program students are expected to initiate interviews with each of the graduate
rehabilitation faculty members. Drs. Bill Weber, Dale Fish, Bob Choate and
Ms. Carol Fowler serve as Rehabilitation Counseling student advisors, each
carrying approximately five students each. By the end of the first semester in
the program, the student should have selected an academic advisor from
among the RCEP graduate faculty. Students must receive approval from the
prospective advisor and then submit a request to the Graduate Coordinator to
be assigned to that advisor. A student may change advisors, providing they
receive approval from the proposed new advisor.
Supervision of both practicum and internship are shared responsibilities of
members of the counseling program. Presently Drs. Jane Holland, David
Lawson, Cathy Curtis and Dale Fish have assigned practicum responsibilities
with Drs. Fish and Holland assuming the majority role in Rehabilitation
Counseling supervision. Dr. Robert Choate supervises internship experiences
for the counseling program.
Substantive Degree Program Request
3. If the program would be administered by more than one administrative
unit, what factors make this desirable?
This program will be administered by only one administrative department.
B. If a non-academic administrative unit, e.g., "institute " or "center" would be
involved in administering the program, describe the relationships.
This program will be not be administered by an institute or center.
C. If a new organizational unit would be created or an existing organizational entity
modified as a result of this program, identify and describe the anticipated result.
No new organizational will be created or modified to administer this program.
II. PROGRAM DESCRIPTION
A. Educational Objectives -
This section can be found in the previously submitted materials.
B. Admission Standards
1. State admission requirements for the program. (If there are different
categories of admission, e.g., unconditional, probationary, etc., describe
each)
As published in the Stephen F. Austin State University Graduate Bulletin
1994-96 (pp. 101-102, see enclosed Graduate Bulletin)
"Admission to the degree program in counseling is contingent upon admission
to the Graduate School; therefore, students applying to the Graduate
Counseling Program must first apply to the Stephen F. Austin State University
Graduate School. Criteria for clear admission to the Graduate School include
a 2.8 GPA on the last 60 hours of undergraduate work and a 2.5 on all
undergraduate work. Further, the applicant must present General Test Scores
on the Graduate Record Examination (GRE).
The Community and Rehabilitation Counseling Program in the Department of
Counseling and Special Educational Programs are nationally accredited by the
Council on Accreditation of Counseling and Related Educational Programs
(CACREP) and the Council on Rehabilitation Education (CORE) Program.
Admission procedures require:
1. Application to the Graduate School
2. Official Transcript(s)
Substantive Degree Program Request
3. Verbal and quantitative Graduate Record Examination (GRE)
Scores
4. A composite score of a student's last 60 undergraduate hours
GPA multiplied by the GRE Scores which equals at least
2000. (Verbal and Quantitative GRE Scores times last 60
hours GPA = 2000 + )
5. Three (3) letters of recommendation - of which one should be
from a professional in the field of study.
6. Application to certificate program (School Counseling
certificate emphasis only)
7. Autobiographical letter of application to the department.
Responses to the following questions should total 2-4 pages,
typed and double-spaced.
A. Why did you choose counseling as a possible career
and what life experiences have led you to your
decision to enter the helping profession?
B. Each person has two people who are important and
whose feelings and opinions are valued. Tell
something about your "reference group" (those who
are valued) and indicate who they are and how they
have affected you.
8. Current resume.
The applicant's file is reviewed by the Counseling Program Admissions
Committee, which makes recommendations for acceptance or rejection of
individual applicants to the program. Students are only given clear admission
into the Counseling Program. Students are notified by letter of the
committee's recommendation of their application.
C. Degree requirements
1. In tabular form, indicate the semester credit hour (SCH) requirements of
each of the following categories applicable to the proposed program;
include the total SCH requirement for the degree.
The degree requirements were stated in the non-substantive degree proposal
appended to this document.
2. Identify and describe special requirements for the program, e.g., clinicals,
field experience, internship, practicum, thesis, etc.
Substantive Degree Program Request
GRADUATE PRACTICUM AND INTERNSHIP
Practicum
The Master's Degree in Rehabilitation Counseling requires that, following completion of all core and
all or most of the professional specialization coursework, students complete a closely supervised
practicum experience. This experience consists of a minimum of 150 hours of participation over the
course of one long semester or over an entire summer (both first and second summer sessions). The
course includes 1 hour of individual supervision and 1 1/2 hours of scheduled weekly meetings for
group supervision.
All students must make application with the Rehabilitation Graduate faculty before enrolling in the
Practicum course (GCN 594). This application should be obtained from the practicum course
instructor at least two weeks prior to the established Practicum Deadlines.
Students should confer with both the practicum instructor and the field supervisor of the location
where they plan to do their experience before completing the practicum application form. Approval
for registration in the practicum is dependent upon the student's satisfactory progress in all
coursework prerequisite to the practicum, having been admitted to candidacy status, and upon having
conferred with the RCEP personnel specified above prior to applying for permission to enroll in
practicum. It is best to take GCN 594 in the fall or spring semester. Summer practicums are
available upon approval of the Program Director and the student's advisor. Please refer to the
Student and Faculty Practicum Manual for complete information on the requirements for practicum.
Internship
Students who have completed all core and professional specialization coursework, including the
practicum, may make application for the field site internship course (GCN 595). The internship in
Rehabilitation Counseling is a 600-hour, full-time experience for one semester in a rehabilitation
setting approved by the RCEP graduate faculty and under the supervision of a field site supervisor
having qualifications and experience in the student's concentration area. Students who are employed
in a rehabilitation facility during the time they are participating in the graduate program may perform
their internship in that same employment setting, provided they can arrange with their employer to
assume a substantially new role or assignment related to their master's degree program. This
special arrangement must be clearly delineated by the student, the on-site supervisor, the internship
course instructor, and the student's academic advisor and stated in writing along with the Application
for Internship to be submitted for approval to the graduate faculty.
Students are encouraged to begin consultation with their academic advisor, internship course instructor
and the internship site supervisor at least one month before pre-registration for the semester in which
the internship is planned. Please refer to the Graduate Internship Manual, obtained from the RCEP
Director or the Internship Instructor, for details regarding the procedures and guidelines for the
internship experience.
Substantive Degree Program
3. If transfer students uould be admitted to the program, list articulation
agreements completed, in negotiation, or planned.
Transfer students are considered according to guidelines published in the
SFASU Graduate Bulletin 1994-96 (p. 29).
D. Curriculum
1. Identify by prefix, number, title and description (including prerequisites
courses to be required or elected in the proposed program.
Course prefix, number and title are found in Appendix B. Course
descriptions taken from the SFASU Graduate Bulletin 1994-96 are in
Appendix E.
2. If the program design includes multiple curricula (concentrations,
emphases, options, specializations, tracks, etc.), identify courses unique to
each alternative.
This program does not include such designs.
3. Provide a semester by semester projection for offering of the required and
prescribed courses during the first 5 years.
Appendix C provides a semester by semester breakdown of class offerings for
prerequisites, required courses and electives in the Department of Counseling
and Special Educational Programs.
4. Describe arrangements that would serve non-traditional students, e.g.,
non-traditionally scheduled classes, delivery of instruction by
telecommunications and/or off-campus instruction sites, library services,
student advisement, etc., if applicable.
Not applicable.
5. If the general education/core curriculum component of the proposed
program differs from that required for all or most other undergraduate
programs at the institution, indicate how and why.
This is a graduate program and does not effect undergraduate education.
E. Supporting Fields
1. Identfy existing degree programs and non-degree supporting fields that
Substantive Degree Program Req^es:
would complement the proposed program; describe the relationship of
each to the proposed program.
This area was discussed in the previously submitted non-substantive degree
program proposal.
2. If the existing programs or supporting fields would require updating or
expansion because of the new program, explain how and why.
This area was discussed in the previously submitted non-substantive degree
program proposal.
F. Effect on Existing Programs
1. Describe how existing courses would be affected by enrollments generated
in the proposed program, including, but not limited to, the potential need
for additional sections or increased class sized, faculty, library resources,
equipment, supplies, and/or space.
This area was discussed in the previously submitted non-substantive degree
program proposal.
2. For a graduate program, describe how related undergraduate programs
would be affecte by enrollments in the proposed program, including
changes anticupated in the rank and/or credentials of faculty teaching in
the undergraduate program, and use of graduate student Teaching
Assistants, Graduate Assistants, Assistant Instructors, etc., and their
credentials- Provide evidence that faculty (full-time, part-time, or TAs) in
the proposed program, or who would replace current faculty reassigned to
the proposed program, would meet Southern Association minimum
standards for credentials and experience.
This area was discussed in the previously submitted non-substantive degree
program proposal.
G. Accreditation
1. If there is a professional program accreditation procedure in this field,
attach current standards.
Listed are the title(s) of the course(s) that address standards set by the
Council on Rehabilitation Education (CORE). Complete CORE Standards are
to found in Appendix D.
Substantive Degree Program Request
Standard
C.2.1. Foundations of Rehabilitation Counseling
history and philosophy of rehabilitation
and legislation affecting individuals with
disabilities
organizational structure of the vocational
rehabilitation systems including public,
private tor-profit and not-for-profit
service settings
laws and ethical standards affecting
rehabilitation counseling practice,
with examples of their application
societal issues, trends and developments
that relate to rehabilitation
C.2.2 Counseling Services:
behavior, personality, human growth and
development
individual, group and family counseling
theories and practices
Course Content
Rehabilitation Process and Practice
Seminar in Rehabilitation Counseling
Rehabilitation Process and Practice
Rehabilitation of the Severely Disabled
Rehabilitation Process and Practice
Seminar in Rehabilitation Counseling
Practicum in Rehabilitation Counseling
Internship in Rehabilitation Counseling
Rehabilitation of the Severely Disabled
Seminar in Rehabilitation
Rehabilitation of the Severely Disabled
Vocational and Education Information
Multicultural Counseling
Mental Health Counseling
Adv. Human Growth and Development
Theories of Counseling
Group Counseling
Counseling Skills and Techniques
multi-cultural and gender issues Multicultural Counseling
Substantive Degree Program Request
environmental and attitudinal barriers
individuals with disabilities
Psvchosocial Aspects of Counseling
Rehabilitation of the Severely Disabled
Seminar in Rehabilitation
services to a variety of disability
populations, including multiple disabilities
in diverse settings
Vocational Evaluation and Job
Placement of the Severely Disabled
Rehabilitation of the Severely Disabled
Psvchosocial Aspects of Disability
Seminar in Rehabilitation
C.2.3 Case Management:
case management process, including
case findings
Rehabilitation Process and Practice
Vocational Evaluation and Job
Placement of the Severely Disabled
service coordination, referral to and
utilization of other disciplines, and
Rehabilitation Process and Practice
Rehabilitation of the Severely Disabled
Seminar in Rehabilitation
planning for the provision of independent
living services and vocational
rehabilitation services
client advocacy
identification and use of community resources
and services in rehabilitation planning
Rehabilitation of the Severely Disabled
Seminar in Rehabilitation
Rehabilitation Process and Practice
Rehabilitation of the Severely Disabled
Vocational Evaluation and Job
Placement with the Severely Disabled
computer applications and technology for
caseload management, functional assessment,
job matching, etc.
Rehabilitation Process and Practice
Vocational Evaluation and Job
Placement of the Severely Disabled
Vocational and Education Information
C.2.4 Vocational and Career Choice
vocational aspects of disabilities, including
theories and approaches to career development
and exploration
occupational information, labor market trends,
and the importance of meaningful employment
Vocational and Education Information
Rehabilitation of the Severely Disabled
Vocational and Education Information
Rehabilitation Process and Practice
Substantive Degree Program Request
C.2.5 Assessment
medical aspects of disabilities, functional
capacities of individuals with disabilities,
and appropriate intervention resources (e.g.,
assistive technology)
psycho-social aspects of disabilities,
including the impact of disability on the
individual and family, and personal, social
and cultural adjustment to life
evaluation approaches, techniques, interpretation,
available resources, and vocational evaluation
C.2.6 Job Development and Placement
job analysis, work-site modification and
restructuring, including the application
of appropriate technology
job development, job placement, employer
contacts, supported employment, follow-up
and/or follow-along services
Medical Orientation to Counseling
Psvchosocial Aspects of Disability
Rehabilitation of the Severely Disabled
Vocational Evaluation and Job
Placement of the Severely Disabled
Tests and Measurement
Mental Health Counseling
Vocational Evaluation and Job
Placement of the Severely Disabled
Seminar in Rehabilitation
Vocational Evaluation and Job
Placement of the Severely Disabled
Rehabilitation of the Severely Disabled
Seminar in Job Placement and
Development
C.2.7 Research
rehabilitation research literature; statistics,
methods and types of research analyses
design of research projects and consultation on
survey procedures and needs assessment approaches
Tests and Measurements
Seminar in Rehabilitation
Research Methods
Research Methods
2. Stephen F. Austin State University's intention regarding accreditation
The Department of Counseling and Special Education Programs applied for
and was awarded three years full accreditation from the Council on
Rehabilitation Education (CORE) in November 1993.
Substantive Degree Program Request
10
V. EVALUATION
A. Describe procedures for evaluation of the program and its effectiveness in
the first five years of the program, including admission and retention
rates, program outcomes assessment, placement of graduates, changes of
job market need/demand, ex-student/graduate survey, or other
procedures. How would evaluations be carried out?
The Program Director maintains a complete data base of all students and graduates
from the program. Each student is evaluated by the graduate faculty each semester
either by joint faculty evaluation or through candidacy and comprehensive examination
processes. Students are required to evaluate their instructors each semester, their
supervisors during practicum and internship and the program as a whole upon
graduation. Six months following graduation, each student and employer are asked to
evaluate the student's preparation as a Rehabilitation Counselor.
All the information is compiled and used by the faculty to develop/revise curriculum,
evaluate practicum and internship sites and to advise students and graduates.
Further, the program director monitors the students' accomplishments in the area of
certification (Certified Rehabilitation Counselor) and licensure (Licensed Professional
Counselor). Annually, employers of rehabilitation counselors are assessed as to their
needs in the employment market. This survey is accomplished through the
cooperation and assistance of the undergraduate rehabilitation program.
Additionally, each re-accreditation cycle, the Council on Rehabilitation Education
evaluates all graduates of the program, supervisors of counselors in training, and
employers of graduates as to the adequacy of the program in meeting the needs of the
consumer and the employer. This information is essential to the accreditation process
and is made available to university administration for evaluation of the overall
program.
VI. PROGRAM NEED/DEMAND
A. Identify similar programs at:
1. Texas public and independent universities,
The program at SFASU is one of three existing programs in Rehabilitation Counseling
in Texas. The University of Texas at Austin and the University of North Texas are
the only two other programs admitting students at this time. The
Substantive Degree Program Request
11
Rehabilitation Counselor Education Program at SFASU has the singular distinction of
preparing students to sit tor the Licensed Professional Counselor Examination in
Texas. This is important because we have the only program which trains
Rehabilitation Counselors who can immediately provide services to people with
disabilities in the private sector.
B. Describe justification for the proposed program in terms of the following, as
applicable:
1. Local, regional state, national, and international needs
Reauthorization of the Rehabilitation Act of 1973 and passage of the Americans with Disabilities Act
(ADA) have created "an opportunity to ...expand our emphasis on vocational training and placement
and prepare people with disabilities to take advantage of the provisions of Title I of the ADA that
prohibit discrimination on the basis of disability in hiring and retention practices in the public and
private sectors" (Carney, August-September, 1992, pg 1).
A 1986 Harris Poll showed that 67 percent of all Americans with disabilities aged 16-64 were not
working. In 1991-1992 this figure remains unchanged. "According to the U.S. Bureau of the Census
March 1988 Current Population Survey (CPS), only 32 percent of working-age adults with
disabilities work or actively seek employment ... more than two-thirds of adults with disabilities are
not working (Carney, June-July, 1992, p. 1) . By contrast, 79 percent of non-disabled adults in the
same age range are in the labor force" (Nathanson, 1990, p. 3). In 1988 the State/Federal Vocational
Rehabilitation program served 918,876 individuals; however, only 218,000, about 24 percent, were
reported as rehabilitated and gainfully employed..." (Leneway, 1991, p. 46).
An estimated 250,000 to 300,000 disabled high school students reach transition point each year (Will,
1984). Many expect to find jobs after graduation. In reality, the reverse is true (Rhodes, 1986).
Unemployment rates for these individuals range anywhere from 50 percent to 70 percent (U.S.
Commission on Civil Rights, 1983) and a large number do not retain their jobs for long periods of
time. A national survey of disabled employees indicated 76 percent of those who began employment
remained on the job for more than 60 days (Kierman & Ciborowaki, 1985), but an 8-10 year follow-up
study (Schalock & Lilley, 1986) showed that this figure dropped to 31 percent over a longer
period of time (Kiernan & Stark, 1986). Bowe (1986) reviewed these statistics and concluded that
persons with disabilities face greater employment discrimination that any other minority group in the
United States. It is evident that there are far more individuals with disabilities wishing or seeking
employment than are being placed.
The Disability Statistics Bulletin (1988) reported that about 16.6 percent of the working age
population (10 million) was unable to work, making them prime candidates for independent living
services. However, only 25 percent of the disabled population are aware of such services and only 2
percent of the population report using them (ICD, 1986).
The need for rehabilitation services in rural areas is also of great concern. There are an estimated 8.5
million individuals with some form of disability living in rural America (Page, 1988). In addition, 67
Substantive Degree Program Request
percent of all schools in the United States are located in rural areas, along with the minority of
"underserved and unserved students" (Halper, 1989). Many of these students will leave school and be
in need of rehabilitation services and employment.
The National Training Needs Analysis and Summary - Final Report (Pelavin, Pelavin &
Celebruski, 1990, 1992), published by the Rehabilitation Services Administration, showed a growing
need to expand the training of rehabilitation counselors to address the critical need for Master's level
training in rehabilitation counseling. These counselors are not only needed to work in state
rehabilitation agencies, but in independent living programs, supported employment programs, client
assistance programs, traumatic brain injury rehabilitation programs and other public and private
rehabilitation agencies.
The rehabilitation counselor plays a key role in providing services for individuals who are disabled.
Clearly, there are insufficient numbers of qualified professional rehabiiitation counselors to assist
teenagers and adults with disabilities in attaining their employment and independent living objectives.
This is confirmed by studies by Roberts and Oliveri (1985) who reported that rehabilitation counselors
account for 8,664, or 19 percent of all positions in the State/Federal system nationwide and represent
the largest group of direct service providers. State/Federal vocational rehabilitation agencies across
the country estimated a yearly demand of 1,939 rehabilitation counselors, again the largest number of
direct service providers. Demand was based on a 15 percent turnover rate and a 7 percent growth
rate. To underline the manpower shortage in this area, one should note a study by Ugland, Coffey
and Menz (1985) which showed only 1,437 graduates of master's level rehabilitation counseling
programs in 1983 and 1984, half of what was needed for that two year period.
Pelavin, Pelavin and Celebusik (1990, 1992) stressed three areas of concern: (1) the largest number
of unfilled positions in rehabilitation agencies nationally were in rehabilitation counseling; (2)
attracting rehabilitation counselors was a critical area of need and (3) respondents from rehabilitation
agencies felt that there was an unsatisfactory pool of applicants from which to draw.
The RSA priorities are currently focusing on increased responsibilities for rehabilitation counselors
which will require improved and expanded skills and competencies. Rehabilitation education training
programs are needed that can provide flexible and innovative approaches that keep their curriculum
current to meet the changing needs of the field and ensure that their graduates are prepared to provide
up-to-date services. These programs must place greater emphasis on supported employment,
transition from school-to-work environments and needs of individuals with traumatic brain injuries,
chronic mental illness and learning disabilities.
Counselors, especially with the advent of the Americans with Disabilities Act and the Rehabilitation
Act Amendments of 1992, must be prepared to work more directly with employers and to educate
them in terms of the benefits and opportunities available when hiring employees with severe
disabilities. Today's rehabilitation counselors must have the ability to use all available and relevant
community resources effectively and to become more actively and directly involved within the
community.
Regional Needs: The national needs and priorities are reflected in the specific needs within this
Substantive Degree Program Request
13
region and the State of Texas for trained vocational rehabilitation counselors. Disability is not
distributed equally across the United States. Four of the five states in RSA Region VI are above the
national average in percentage of the working age population who have one or more disabilities
(Bowe, 1984). A 1985 regional study indicated that job development/job placement and counselor-employer
relationship training were among the most frequent needs requested by State Vocational
Rehabilitation (VR) Agency, RSA Regional Office, and RRCEP.
The need for qualified rehabilitation counselors is of vital importance to state vocational rehabilitation
programs as well as to the public and private rehabilitation facilities. The importance of rehabilitation
facilities has been steadily increasing over the years. Menz (1983), in his study of personnel needs of
rehabilitation facilities in the U.S., projected a 16.5 percent increase in the number of facilities
between 1980 and 1990 and concluded that between 100,000 and 300,000 new persons would be
needed to fill resulting staff positions. Projections include a continuing and increasing need for
trained rehabilitation workers in rehabilitation facilities into the mid-90s. As rehabilitation facilities
expand into the community to provide supported employment services there is likely to be an ever
increasing need for professionals with master's degrees in rehabilitation counseling.
Another factor influencing the need for trained rehabilitation counselors is their high rate of
employment in public school, TBI (traumatic brain injury) programs, supported employment
programs, private rehabilitation agencies and insurance companies. Individuals with severe
disabilities are indicating that, in comparison to other relevant needs (e.g., medical services,
transportation, money), vocational training is clearly the number one expressed need (Cook, 1989).
The Rehabilitation Act Amendments of 1992 is already having a tremendous impact on the need for
qualified rehabilitation counselors. Although interpretive guidelines are in development, legislative
language and national operational demands are likely to increase the need for qualified, master's
degree trained rehabilitation counselors.
Current Needs Within the State, Meeting the demand for trained rehabilitation counselors has also
become a problem in Texas. Wilkins, DeLoach and Banks (1985) reported that the state vocational
rehabilitation agencies in Region VI employ approximately 750 rehabilitation counselors or 8 percent
of the national pool. Coupled with the fact that the Region has only 7 percent of all rehabilitation
counseling programs accredited by the Council on Rehabilitation Education and typically receives
about 8 percent of RSA rehabilitation counseling training funds, the short fall of trained rehabilitation
counselors can only increase problems in providing services to the large number of working age
disabled in the area.
The turnover rates at the Texas Rehabilitation Commission (TRC) and the Texas Commission for the
Blind (TCB) alone approximate 20 percent and require about 105 new counselors yearly, considerably
more than the annual number of graduates of all rehabilitation counseling master's programs in Texas
(Personal Communications with Commissioner Arrell of TRC and Executive Director Pat Westbrook
of TCB, March 1990).
Substantive Degree Program Request
U
A follow-up telephone survey in December 1992 of the rehabilitation counseling master's programs in
the state (University of Texas - Austin and the University of North Texas) indicated that an average of
28 masters level personnel were being graduated per year from both schools. Combined with the
Stephen F. Austin State University's graduates, only about 30 percent of the number of new
counselors needed per year are being graduated annually (Personal Communication, Randall Parker,
University of Texas-Austin, January 25, 1993).
In their FY 92 & 93 Legislative Appropriation Request, TRC projected the following for 1993: an 84
percent increase in the number of students in special education needing transitional planning; a
projected 978,000 persons needing vocational rehabilitation services with only 7 percent being served;
and a needed 215 percent increase in funding for VR services, transition services and independent
living services. A need was cited for new counselors to work in the areas of vocational rehabilitation
basic support services, services for public schools graduates and dropouts, the seriously mentally ill,
transitional services for students and assisted employment for the mentally ill.
It is imperative that the number and quality of rehabilitation counselors, especially in Region VI and
within the state of Texas be increased. To attain that objective requires a substantial rise in the
number of new rehabilitation counselors being graduated annually and available to work in both
public and private rehabilitation settings.
It is generally recognized that master's level training of rehabilitation counselors produces individuals
who are more likely to work with severely disabled individuals and to seek innovative solutions to
rehabilitation problems. Wright, Leahy and Riedesel (1987) suggest that master's degree
rehabilitation counselors may possess knowledge and/or characteristics which contribute to more
positive outcomes with persons with severe disabilities than those attained by rehabilitation counselors
with degrees in other areas.
This research is reinforced by Szymanski & Parker's 1989 study, which has documented the clear
value of master's educated rehabilitation counselors compared to less educated or non-rehabilitation
oriented counselors. They found that New York State Division of Vocational Rehabilitation
counselors with master's degrees in rehabilitation counseling (MRCs) had significantly higher
competitive closure rates for clients with severe disabilities than counselors with master's degrees in
related areas (guidance and counseling or special education) and up to 1.4 years of experience.
Furthermore, MRCs had higher competitive closure rates than counselors with unrelated master's
degrees or bachelor's degrees and up to 7.0 years of agency service.
Thus, it would appear more cost efficient for rehabilitation agencies to hire counselors with master's
degrees in rehabilitation counseling. The results should be a higher closure rate in a shorter period of
time and more individuals with severe disabilities having met their employment or independent living
objectives.
It is essential that the content of any program prepare graduates who can address not only
unemployment, but also underemployment among people who are severely disabled. Disabled
workers frequently face a pattern of intermittent employment, relegation to the secondary labor
market, lack of career advancement and disproportionately low wages (Levitan & Taggert, 1977).
Substantive Degree Program Request
15
Counselors must be trained to be more efficient and effective in meeting this problem. Skill training
should be emphasized in diagnosis, counseling, community resource utilization and recording and
reporting functions stressed by the National Council on Rehabilitation Education (CORE) and the
Council on Rehabilitation Counselor Certification (CRCC).
The need for increased expertise in placement activities has also been documented. Roberts and
Oliveri (1985) reported that, in rating 24 important training needs of rehabilitation counselors,
placement was ranked number one by academic programs, number two by regional continuing
education centers and number three (behind case management and planning) by service providers.
More specifically, the Region VI 1985 training needs assessment survey found that placement and job
development were second only to service delivery in the number of training "slots" requested by state
vocational rehabilitation agencies for their personnel. Our own Training Needs Assessment (1991-
1992) includes responses from rehabilitation agencies and facilities in Region VI, and indicates that
job placement is the top need expressed by these agencies engaged in rehabilitation. Stephen F.
Austin State University is proposing to expand and evaluate the graduate rehabilitation training
program in an effort to address the acknowledged manpower shortage and at the same time produce
personnel with the essential skills demanded of a quality rehabilitation professional.
In addition to having developed a successful undergraduate rehabilitation training program over the
past 17 years which can provide qualified candidates for a master's level rehabilitation counseling
program, Stephen F. Austin State University has the advantage of being located in rural East Texas.
The importance of the proposed program being located in a rural population area is documented by
Voss and Doherty (1979). Their research shows that for the first time in American history, the rural
area population is growing faster than non-rural or urban areas.
This increase, at least in part, is attributed to alternative sources of work now available in rural areas,
the influence of non-monetary style cf life objectives and the settlement of retired people. A 1983
report conducted at the Joint Center for Urban Studies of the Massachusetts Institute of Technology
and Harvard University indicated a projected rural population growth of 26 percent during the next
decade. Texas population alone is expected to double in the next 60 years growing to a population of
more than 35 million residents (Texas Department of Statistics). The major impact will be in the
rural and non-urban areas. Increases of population will continually require increased manpower
trained to provide services to the mounting number of clients with disabilities in this region.
Trends over the last few years and projected trends for the future indicate an increasing need for
human service workers with professional rehabilitation skills coupled with specific skills required for
transition into business and industry. This project will prepare those qualified rehabilitation
professionals who counsel with the severely disabled and who will be in great demand throughout the
next two decades.
2. The long-range academic plan of the institution
SFA 95, the University's long range academic plan calls for a commitment to
"high quality graduate education that adds strength and stature to an
outstanding undergraduate program" (SFA 98, p.p. 24-25, see enclosed SFA
Substantive Degree Program Request
16
98). This fully accredited Rehabilitation Counseling Education Program
already meets and in some instances exceeds the goals of SFA 98 as an
outcome based educational program.
3. Demand for prospective students
During the latest admission cycle, the demand for admission to the
Rehabilitation Counseling program was over two times the capacity for
admission. Over the past nine months, the program has received more than
120 requests for information and application materials into the program.
Eight students will be admitted for the Fall, 1994 semester, with two on the
waiting list and eight having been turned down due to lack of available
resources to meet the demand.
4. Job market needs (identify specific potential employers and supply names,
addresses, and phone numbers where possible).
This program has graduated seven students with the emphasis in Rehabilitation
Counseling. All graduates have had jobs upon graduation, often before
graduation. The demand has been so great that the Texas Rehabilitation
Commission has obligated funds for paid internships for students graduating
from CORE Accredited programs throughout the state of Texas. They have
created 27 internship slots in Texas and have agreed to hire the intern upon
successful completion of the internship without a competitive search process.
This has allowed five of our graduates to be placed in a wage earning position
during their internship experience.
Potential Employers
Texas Rehabilitation Commission
Human Resource Management
4900 N. Lamar Blvd.
Austin, Texas 78751-2399
(512)483-4320
Texas Commission for the Blind
4800 North Lamar Blvd.
Austin, Texas 78751
(512)467-6300
Deep East Texas MHMR
4101 South Medford Drive
Lufkin, Texas 75901
(409)639-1141
Substantive Degree Program Request
Dallas Rehabilitation Institute
9713 Harry Hines Boulevard
Dallas, Texas 75220
(214)358-8440
Goodwill Industries, Nationwide
Easter Seal of America
Transitional Learning Centers for TBI
Division of Rehabilitation Services
State of Louisiana
1755 Florida Blvd.
Baton Rouge, LA 77561
(504) 342-2289
The Transitional Learning Community at Galveston
P.O. Box 1288
Galveston, Texas 77553
(409) 762-6661
V. PROGRAM POTENTIAL
A. Estimate the cumulative headcount and full time equivalent (FTE)
enrollment for each of the first five years (majors only), considering
expected attrition and graduation and indicate the number expected to be
new to the institution each year.
B. Explain assumptions used in making these estimates.
The figures stated above are based on the maximum number of admissions the
program can support with the present facuiity to student ratio of 10 to I. The
Substantive Degree Program Request
18
program has one full time faculty with 1.5 FTE in ancillary faculty. Due to the
demands of the program and the CORE accreditation standards, the program can only
support 10-12 admissions annually. Since the program has been awarded a RSA
Long-Term Training Grant through the 1996-97 academic year, it is reasonable that
with 10 stipends to award the admission figures can remain stable at this minimal
level.
VI. RESOURCES
Please refer to the appended non-substantive degree change request that addresses resource
adequacy.
VII. COSTS
On the attached form, provide estimates of new costs to the institution related to the
proposed program(s) and provide information regarding sources of the funding that
would defray those costs.
NOTE Under Coordinating Board procedures, proposals for new programs and
administrative units must be accompanied by (a) a statement certifying the adequacy of
funding, or (b) a statement regarding the need for funds not yet available to the
institution. The statement must be from the chief administrative officer of the requesting
institution.
("Policy on Adequate Financing, " Coordinating Board, January 1992.)
Substantive Degree Program Request
19
VIII. ADDITIONAL COMMENTS THAT WOULD BE HELPFUL TO THE
COORDINATING BOARD IN EVALUATING THIS PROGRAM REQUEST.
This proposal is based upon more than 17 years of rehabilitation education at Stephen F.
Austin State University. SFASU has been providing approved graduate education in
rehabilitation since 1967 in the areas of medical aspects of counseling and chemical
dependency counseling. It is upon the strong foundation of counseling that this proposal is
founded along with strong administrative support at SFASU. It has only been in the past
three years that the Rehabilitation Counseling program has been developed and was the first
Rehabilitation Program to gain both Council on Rehabilitation Education and Council on
Accreditation of Counseling and Related Educational Programs (CACREP) accreditation on its
first attempt. Combined with the successful award of eight years of Federal funding for
rehabilitation counseling the RCEP is a strong program filling the needs of both the state and
the region for qualified rehabilitation counselors.
Further, SFASU's program is presently the only program in the state that is designed and
implemented to produce practitioners that can meet the new standards for Licensed
Professional Counselor licensure in Texas. This has resulted in an increased interest in
admission as well as increased visibility both locally and nationally. We now receive 10-12
requests for admission information per week. This helps assure that only the highest quality
student gains admission and represents both SFASU and Texas in this professional field.
Finally, there is demonstrable need for qualified rehabilitation professionals to work with
people with disabilities in this state. The supply is inadequate and only by increasing the
supply will the much needed individuals be available.
Substantive Degree Program Request
20
APPENDIX A
NEW COSTS TO THE INSTITUTION AND SOURCES
OF FUNDING
Substantive Degree Program Request
21
NEW COSTS TO THE INSTITUTION AND SOURCES OF FUNDING
Specify source(s) (e.g., Special Iten Appropriation, Auxiliary Enterprise Funds, Discretionary
Funds, special grant or contract, etc.)
Endowment ncome, 11KAF
Substantive Degree Program Request
APPENDIX B
COURSES REQUIRED OR ELECTED
Substantive Degree Program Request
23
Substantive Degree Program Request
24
APPENDIX C
SEMESTER BY SEMESTER SCHEDULE OF CLASS
OFFERINGS
Substantive Degree Program Request
Fall
X
X
Spring
X
25
Summer I Summer II
X
Iraduate Rehabilitation Counseling Courses
ISE S41 Seminar in Rehabilitation Counseling
ISE 542 Psychosocial Aspects of Counseling
ICN S20 Introduction to Counseling
ICN 521 Advanced Seminar in Chemical Dependency Counseling
iCN 522 Family Counseling
JCN 524 School Counseling
JCN 525 Vocational and Educational Information
JCN 526 Medical Orientation to Counseling
JCN 527 Advanced Methods of Marriage and Family Therapy
iCN 528 Group Counseling
JCN 529 Advanced Therapy Strategies for Parent-Child Rel.
JCN 531 Theories of Counseling
JCN 533 Counseling Skills and Techniques
JCN 535 Multicultural Counseling
JCN 538 Advanced Group Counseling
5CN 540 Special Topics in Counseling
iPS 550 Research Methods
iPS 559 Test and Measurements
iPS 585 Advanced Human Growth and Development
iPS 591 Mental Health and Psychopathology
3CN 594 Practicum in Counseling (Rehabilitation)
3CN 595 Internship in Counseling
Ml courses are approved and presently scheduled. EPS 591 Mental Health Counseling is to be retitled Mental Health and Psychopathology in the
Pall of 1994.
X (Every Other Fall
X X
X X
X X
X
X(Every Other Spring)
X X
X
X
X X
X
X(Every other Fall)
X
X
X X
X X
X X
X X
X X
X
X
X
X
X
X
X
X
Substantive Degree Program Request
26
APPENDIX D
CORE ACCREDITATION STANDARDS
A M % r m i
t
Standards for Rehabilitation
Counselor Education Programs
Council on Rehabilitation Education Accreditation Manual
V« Standards for Rehabilitation Counselor Education Programs
The granting of accreditation or any other CORE recognition is based on the
level of a program's compliance with all applicable standards^ Non-compliance
with any one standard is not sufficient cause to withhold
recognition. The importance of non-compliance with a given standard will
depend on how such non-compliance relates to other possible weaknesses of
the program. The final decision regarding recognition* is based on the
balance between program strengths and weaknesses.* In addition,
accreditation decisions should reflect recommendations to facilitate
program improvement.
Since the CORE accreditation process emphasizes outcome-oriented data,
the response rates from survey respondent groups are very important in
assessing the compliance with standards and the appropriateness of
curricular experiences. It is expected that each group's response return
rate be at least 50% for graduates, employers, and clinical supervisors and
be at least 90% for current second-year students.
Standards include the characteristics and outcomes that, by general
consent, state a level of expectation against which programs can be
compared. However, standards should not limit program creativity or
prevent variability. Programs may adopt innovative procedures or
experiences that address standards in a different manner. If a creative'
approach is utilized, an explanation and rationale of how the standards are
met must be included so CORE may accept or reject the appropriateness of
such an approach and determine the degree of compliance with the
standards.
SECTION A: Mission and Objectives
A.I There shall be written statements of the program's mission and
objectives.
A.2 The objectives shall focus on graduate studies in rehabilitation
counselor education and shall also include professional issues and
community needs consistent with the mission.
A.3 The mission and objectives shall be communicated via brochures or
current institutional catalogues.
A.4 Program objectives shall be distributed to current students,
supervisors of clinical experiences, direct service personnel in public
and private agencies and facilities, faculty members in related areas,
institution administration, and RCE program applicants.
A. 5 The program shall sponsor, conduct and/or participate in professional
and community activities consistent with its mission.
3/Q1 27
Accreditation Manual Council on Rehabilitation Education
SECTION B: Program Evaluation
B.I There shall be a systematic, periodic evaluation review of the
program's mission and objectives, and the overall effectiveness of the
RCE program in relation to its mission. Such review shall include:
B.I.I self-evaluation;
B.1.2 external review (e.g., advisory committee and institution).
B.2 The periodic evaluation shall include:
B.2.1 appropriateness of the program's objectives compared to its
mission;
B.2,2 content and design of the academic curriculum;
B.2.3 effectiveness of practicum and internship instruction and
applied experience;
B.2.4 professional and community contributions of the program and
its faculty in relation to its mission;
B.2.5 degree of graduate achievement, including employment
obtained by graduates;
B.2.6 recruitment and retention of students;
B.2.7 program recognition, support, and resources;
B.2.8 RCE faculty strength in composition, qualifications, and
performance,
B,3 Results of the evaluation of the mission and objectives shall be:
B.3.1 communicated to institution administration with
corresponding recommendations for further improvement,
modification, and/or changes documented;
B.3.2 communicated to CORE as part of the Self Study.
SECTION Ci Curriculum
C.I Graduates awarded master's degrees shall have participated in the
equivalent of full-time graduate study for two academic years
consisting of a minimum of 48 semester hours or 72 quarter hours.
If equivalency provisions are used to meet the individual student's
requirement for graduation, the procedure and rationale for
equivalency provisions shall be clearly documented. In no case may
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Council on Rehabilitation Education Accreditation iManual
equivalency provisions result in a program with less than 42 graduate
semester or 63 quarter hours or be used for Section D.I of these
Standards.
C.2 The required curriculum of graduate study shall provide for obtaining
essential knowledge, skills, and attitudes necessary to function
effectively as a professional rehabilitation counselor. Study units or
courses would typically include, but are not limited to, the following
areas:
C.2.1 Foundations of Rehabilitation Counseling
♦ history and philosophy of rehabilitation and legislation
affecting individuals with disabilities;
• organizational structure of the vocational rehabilitation
systems, including public, private for-profit, and not-for-profit
service settings;
18.^5 ?T?.d- 6thic?J /
counseling practice, with examples of their application;
• societal issues, trends, and developments as they relate to
rehabilitation.
C.2.2 Counseling* Services
• behavior, personality, human growth and development;
• individual, group and family counseling theories and
practices;
• multi-cultural and gender issues;
• environmental and attitudinal barriers to individuals
with disabilities;
• services to a variety of disability populations, including
multiple disabilities, in diverse settings.
C.2.3 Case Management
• case management process, including case finding,
service coordination, referral to and utilization of other
disciplines, and client advocacy;
• planning for the provision of independent living services
and vocational rehabilitation services;
• identification and use of community resources and
services in rehabilitation planning;
Accreditation Manual Council on Rehabilitation Education
• computer applications and technology for caseload
management, functional assessment, job matching, etc.
C.2.4 Vocational and Career Development
• vocational aspects of disabilities, including theories and
approaches to career development and exploration;
• occupational information, labor market trends, and the
importance of meaningful employment.
C.2.5 Assessment
• medical aspects of disabilities, functional capacities of
individuals with disabilities, and appropriate intervention
resources (e.g., assistive technology);
• psycho-social aspects of disabilities, including the impact
of disability on the individual and family, and personal,
social and cultural adjustment to life;
• evaluation approaches, techniques, interpretation,
available resources, and vocational evaluation.
C.2.6 Job Development and Placement
• job analysis, work-site modification and restructuring,
including the application of appropriate technology;
+ job development, job placement, employer contacts,
supported employment, follow-up and/or follow-along
services.
C.2.7 Research
• rehabilitation research literature; statistics, methods, and
types of research analyses;
• design of research projects and consultation on survey
procedures and needs assessment approaches.
C.3 The rehabilitation curriculum shall contain electives, in addition to
the required curriculum, for obtaining knowledge, skills, and attitudes
appropriate to the mission and objectives of the program and the needs
of its students.
C.4 Course or unit syllabi are available, upon request by students, at the
beginning of each new enrollment period and include, at a minimum:
a. course/unit objectives;
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Council on Rehabilitation Education Accreditation Manual
b. content areas;
c. texts or required readings;
d. student evaluation criteria.
C.5 The program shall provide ongoing opportunity throughout the course
of study for experience with individuals with disabilities in a variety of
community and rehabilitation settings,
SECTION D: Clinical Experience
D.I Students shall have supervised rehabilitation counseling practicum
and internship experiences that include:
D.I.I a minimum of 100 clock hours of practicum experience;
D.1.2 a minimum of 600 clock hours of internship experience in
settings*
D.1.3 written expectations and procedures for these experiences,
which shall be contained in a manual or other appropriate
documents) and distributed to students and supervisors;
D.1.4 the following activities:
a. orientation to program components, policies and
procedures; introduction to staff and their role and
function; identification of the expectations for interns;
b. observation of all aspects of the delivery of rehabilitation
counseling services;
c. work assignments, performing the tasks required of an
employed rehabilitation counselor in a rehabilitation
setting from intake to discharge and/or placement;
d. reporting, including all required academic reports as well
as logs, weekly progress reviews, and summaries of
activities;
D.1.5 evaluation of student performance, including self-evaluation by
the student, the field-site supervisor, and the faculty supervisor.
D.2 Internship experiences shall be carried out under the regularly
scheduled supervision of a Certified Rehabilitation Counselor (CRC),
and the expectations of this supervision shall be communicated to the
on-site supervisor. In those cases where a CRC is not available in the
internship setting, an RCE faculty member will supervise the student
t v I
Accreditation Manual Council on Rehabilitation Education
intern, in addition to the ongoing supervision provided by the field-site
supervisor.
D.2.1 Any faculty member who is responsible for internship
supervision shall be a Certified Rehabilitation Counselor (CRC).
D.3 The RCE program shall use internship experience sites that provide
rehabilitation counseling services to individuals with disabilities
appropriate to the mission of the program. *
D.3.1 Where applicable, there shall be documented evidence that the
sites are accredited or seeking accreditation by recognized
national accrediting bodies,
D.4 The quality of field-site internship supervision shall be maintained by
the regular provision of in-service education, information, and/or
other professional development activities to field-site supervisors.
D.5 The individual supervision of five students shall be considered
equivalent to the teaching: of one three-semester hour course, due to the
intensive, one-on-one instruction necessary in practicum and
internship. For both practicum and internship experiences, there
shall be a minimum of one (1) hour per week of individual supervision
by a program faculty member or a qualified individual working under
the supervision of a program faculty member.
SECTION E: Educational Outcomes
E.I Program graduates shall satisfactorily practice rehabilitation
counseling in a legal and ethical manner and show understanding of
the history, philosophy, and structure of the rehabilitation delivery
systems in the United States. Tasks typically include the ability to:
E.1.1 apply ethical principles and standards;
E.L2 apply appropriate legal principles and utilize ethical decision-making
skills in resolving ethical dilemmas;
E.1.3 demonstrate knowledge of the history, philosophy, and
legislation affecting rehabilitation and the scope of services of
various service delivery systems.
E.2 Program graduates shall satisfactorily practice rehabilitation
counseling with individuals, groups, and/or families. Tasks typically
include the ability to:
E.2.1 conduct individual counseling sessions;
E.2.2 develop and maintain a counseling relationship;
O/Q1
Council on Rehabilitation Educnt )n Accreditation Manual
E.2.3 establish individual goals and objectives of counseling;
E.2.4 assist an individual with crisis resolution;
E.2.5 facilitate an individual's independent decision-making;
E.2.6 conduct group counseling sessions on adjustment and/or other
vocational problems, when appropriate;
E.2.7 involve, when appropriate, the individual's family/significant
others in the counseling sessions;
E.2.8 recommend strategies to resolve identified problems that
impede the rehabilitation process.
E.3 Program graduates shall satisfactorily practice rehabilitation
counseling in rehabilitation planning and case management. Tasks
typically include the ability to:
iii.ci.l determine the adequacy of information for rehabilitation
planning;
E.3.2 integrate cultural, social, economic, disability-related, and
environmental factors in planning;
E.3.3 identify available resources and determine jointly, with the
consumer, an appropriate rehabilitation plan;
E.3.4 facilitate with the individual the development of a rehabilitation
and/or independent living plan;
E.3.5 communicate with other service providers involved with the
individual and/or the family;
E.3.6 determine mutual responsibilities with other service providers
involved with the individual/family,
E.3.7 refer individuals to other community resources when
appropriate;
E.3.8 assist individuals in identifying potential fiscal resources to
obtain needed services;
E.3.9 serve as a consultant to other community agencies to promote
the integration of individuals within the community,
E.3.10 market the benefits and availability of rehabilitation services;
E.3.11 identify appropriate computer-related resources and assistive
technology.
Accrc<iitation MjajQiial Council on rtejbaiilitntion Education
E.4 Program graduates shall satisfactorily practice rehabilitation
counseling by using knowledge of vocational and career development.
Tasks typically include the ability to:
E.4.1 understand consumer vocational goals and capabilities related
to the world of work;
E.4.2 utilize career/occupational materials* and labor market
information;
E.4.3 explore occupational alternatives and develop career plans;
E.4.4 understand career development theories and the importance of
work to individuals;
E.4.5 identify the prerequisite experiences and relevant training for
career goals selected;
E.4.6 determine and resolve job adjustment problems.
E,5 Program graduates shall satisfactorily practice rehabilitation
counseling through the identification and utilization of assessment
information. Tasks typically include the ability to:
E.5.1 secure information about the existence, onset, severity,
progression, and expected duration of an individual's disability; ♦
E.5.2 determine an individual's eligibility for rehabilitation services
and/or programs;
E.5.3 evaluate the feasibility of an individual's rehabilitation or
independent living objectives;
E.5.4 review assessment information to determine appropriate
services;
E.5.5 consult with professionals in other disciplines;
E.5.6 assess the relevant vocational knowledge and experience of an
individual;
E.5.7 interpret assessment/evaluation results to the individual and/or
family member;
E.5.8 assess the individual's capabilities to make decisions;
E.5.9 determine an individual's vocational or independent living
skills, aptitudes, interests, and preferences;
34 3/91
Council on Rehabilitation Education Accreditation Manual
E.5.10 determine an individual's need for rehabilitation
engineering/technology services.
E.6 Program graduates shall satisfactorily practice rehabilitation
counseling in job development, placement, and job retention. Tasks
typically include the ability to:
•. E.6.1 obtain and use labor market information; '
E.6.2 identify and contact employers to develop job opportunities;
E.6.3 evaluate work activities through the use of job and task
analyses;
E.6A modify and restructure jobs and use assistive devices, where
appropriate;
E.6,5 consult with experts to increase the functioning of individuals;
E.6.6 educate prospective employers about the benefits of hiring
persons with disabilities;
E.6.7 assist employers to identify, modify, and/or eliminate
architectural, procedural, and/or attitudinal barriers;
E.6.8 review available data to determine potential person/job match;
E.6,9 teach appropriate job-seeking and job retention skills;
R6.10 provide support services to facilitate job retention;
R6.ll establish follow-up and/or follow-along procedures to maximize
an individual's independent functioning.
E.7 Program graduates shall satisfactorily practice rehabilitation
counseling by using information from rehabilitation research. Tasks
typically include the ability to:
E.7.1 obtain and apply information from professional literature and
research in rehabilitation counseling;
E.7.2 participate in agency or community research activities, studies,
and projects,
SECTION F: Administration and Faculty
F.I The program shall recruit, admit, assist, and retain students
consistent with its mission and the general needs of the rehabilitation
field. The program shall have:
Accreditation Manual Council on Rehabilitation Education
F.I.I written recruitment and/or retention policies, procedures, and
materials;
F.1.2 admission requirements consistent with the general standards
in other master's level programs in the institution. Screening
criteria for the RCE program should include, but not be limited
to:
a. academic performance and potential;-
b. career goals;
c. personal characteristics;
d. occupational background and avocational experience;
F.1.3 financial assistance options identified, including provisions for
financially disadvantaged students, and accommodation plan to
meet the needs of students with disabilities and minority
students;
F.1.4 representation of students with disabilities and minority
students.
F.2 The program shall have procedures for communication between
students and faculty, including:
F.2.1 clarification of program requirements for students;
F.2.2 student feedback about the program,
F.3 The program shall introduce RCE students to the rehabilitation
counseling profession through such means as:
F.3.1 involvement with student chapters and publications from
relevant professional associations, such as the American
Rehabilitation Counseling Association and the National
Rehabilitation Counseling Association;
F.3.2 involvement with persons active in the profession;
F.3.3 exposure to leaders in the profession;
F.3.4 exposure to other helping professions;
F.3.5 involvement with consumers and advocacy groups.
F.4 The RCE program coordinator shall have the qualifications necessary
to cany out the responsibilities of the position, including:
Council on JEtehabii f .tion Education Accreditation Manual
F.4.1 full-time, tenured faculty member;
F.4.2 education and related experience in rehabilitation counseling;
F.4.3 professional commitment to rehabilitation counseling;
F.4.4 certification by the Commission on Rehabilitation Counselor
Certification. ♦
F.5 The qualifications of the faculty shall be appropriate to the program's
objectives and to rehabilitation counseling in general in terms of:
F.5.1 education;
F.5.2 field experience in rehabilitation counseling;
F.5.3 professional activities;
F.5.4 publications, presentations, and research; and
F.5.5 certification of full-time rehabilitation counseling faculty as
Certified Rehabilitation Counselors (CRC).
\6 The faculty composition and responsibilities shall be adequate to the
needs and objectives of the RCE program including:
F.6.1 academic rank and tenure;
F.6.2 record-keeping, program development, recruitment, and
community relation assignments;
F.6.3 faculty or resource persons representing individuals with
disabilities, minority groups, and/or females.
fi.7 The ratio of full-time equivalent (FTE) students to FTE faculty shall be
consistent with those of other graduate programs in the university. It
is recommended that the ratio be no greater than 10:1.
1.8 The typical student-to-advisor ratio for program faculty shall be
consistent with those of other graduate programs in the university. It
is recommended that the ratio be based on head count (not FTE) and be
no greater than 20:1.
SECTION G: Program Support and Resources
T.I The RCE program shall be recognized and supported as an identified
and functioning entity in the institution by having:
G.I.I representation on appropriate policy-setting bodies;
Accreditation Manual Council on Rehabilitation Education
G.1.2 communication with other related programs;
G.1.3 financial support adequate to accomplish the RCE program's
objectives and ensure its stability and continuity;
G.I A assignment of proper fiscal and program authority, within
university policy and procedures, to the RCE coordinator and
faculty in the: #
a. discretionary use of funds;
b. administration of grant funds;
c. utilization of adjunct faculty;
d. curriculum content.
G.2 The program shall have reasonable access to resources and facilities
necessary for effective implementation of the program, including:
G.2.1 adequate support staff, office space for support staff, office
equipment and records/data processing;
G.2.2 instructional classrooms, student and research facilities,
faculty office space with sufficient privacy for confidentiality;
G.2.3 individual counseling rooms with assured privacy and
provisions for audio and videotape recording and feedback;
G.2.4 travel resources for faculty to participate in professional
organizations and research activities;
G.2.5 facilities to house and make available RCE materials,
instructional media, occupational information materials,'
testing materials, microcomputer equipment, and other-appropriate
equipment, including audiotape, videotape, and
instructional resources;
G.2.6 graduate assistantships within the academic unit in which the
program is housed to assist program faculty.
G.3 The campus and its facilities, in compliance with state and federal
legislation, shall be accessible and usable by individuals with
disabilities. Where architectural barriers are present, the institution
shall have a plan and timeline for their remediation.
Substantive Degree Program Request
APPENDIX E
COURSE DESCRIPTIONS FROM SFASU GRADUATE
BULLETIN 1994-96
Courses In Human Services (HSE)
405. Rehabilitation Process and Practice • A study of the process and
practice of rehabilitation including intake, individual assessment, plan
ning, utilization of client and community resources, implementation, and
follow-up.
407. Vocational Evaluation and Job Placement of Persons with Severe
Disabilities - Emphasis is given to services offered by rehabilitation
facilities in working with persons with severe disabilities. Beginning
rvnCVticu^cr ailu Srvuia win Utr ucvciupcu in vucdiiuiidi evaluation, WOfX
adjustment and job placement.
441. Methods and Materials tor the Blind - Resource materials, curriculum
adaptations, equipment, current theories and techniques for teaching the
blind and partially sighted. Prerequisites: HSE 340, 341, 383.
445. Mobility Teaching Methods for the Classroom Teacher - Principles of
body imagery, conceptual development and mobility methods for teach
ing the visually handicapped. Prerequisites: HSE 325, SPE 329.
490. Rehabilitation of Severely Disabled - An in-depth study of the process
of rehabilitation with special emphasis on the severely and multiple
handicapped. Prerequisites: Graduate standing.
500. Advanced Clinical Practicum in Orientation and Mobility - 6 semester
hours, 2 hours lecture and 10 hours laboratory per week. Provides the
student the opportunity to study and practice the skills and concepts
needed by disabled individuals to safely travel in all environments.
541. Seminar in Rehabilitation Counseling - A survey of advanced issues
in rehabilitation counseling and vocational rehabilitation. Emphasis will
be placed on knowledge, skills, values, and ethics in the rehabilitation
counseling profession.
542. Psychosocial Aspects of Counseling - Reviews the psychological and
social aspects of individuals and family response to disability and chronic
illness, including findings of research on the adjustment process and on
the relationship of psychophysioiogical and social variables to the acqui
sition and maintenance of health and illness/disability.
Courses in Counseling (GCN)
520. Introduction to Counseling - An overview of the counseling profession
m school, agency, and other human service settings.
521. Seminar: Alcohol and Drug Abuse - A survey of the medical, psycho-social,
and legal aspects of alcohol and drug abuse.
522. Family Counseling - A survey of selected family counseling theories and
techniques.
524. The School Counselor - A g.eneral survey on the role and responsibility
of the school counselor - K-12. Prerequisite: GCN 520.
525. Vocational and Educational Information • Career development theo
ries and use of occupational and educational information in counseling.
526. Medical Orientation to Counseling - A study of physical disabilities and
their relationship to vocational counseling and rehabilitation.
527. Advanced Methods of Marriage and Family Therapy • A study of
methods and strategies of major models of marriage and family therapy.
Prerequisite: GCN 522.
528. Group Counseling • Application of group techniques and processes in
counseling. Prerequisite: GCN 531.
529. Advanced Therapy Strategies for Parent-Child Relationships - Spe
cialized training in techniques and strategies used specifically in parent-child
therapy procedures. Prerequisite: GCN 520 or GCN 522.
531. Theories of Counseling - A survey of selected counseling theories.
533. Counseling Skills and Techniques - Pre-practicum in applying counsel
ing skills and techniques. Prerequisite: GCN 531.
535. Multicultural Counseling - Counseling culturally different clients. Pre
requisite GCN 531.
538. Advanced Group Techniques - Participation as client and therapist in
the application of group counseling techniques. Prerequisite: GCN 528.
540. Special Studies in Counseling • A study of current topics in Counseling.
May be repeated for credit when topic changes. Prerequisites: 12
semester hours in Counseling and permission of instructor.
544. Student Personnel Services In the Community College • Emphasizes
the organization, administration, and role of the various areas of student
personnel work, their relationships to each other, and to the total commu
nity college administration.
594. Practicum In Counseling - 1 hour lecture and six hours lab per week-
Prerequisites: GCN 528,533, EPS 591 and admission to candidacy and
permission of instructor. May be repeated once for an additional 3 hours
credit.
595, Internship In Counseling - 6 hours credit. A post-practicum field
placement requiring a minimum of 600 clock hours of supervised coun
seling experience. Placements may include such settings as rehabilita
tion centers, schools, and community agencies. (Pass-Fail) Prerequi
sites: GCN 594, permission of instructor.
Courses In Education Psychology (EPS)
Unless otherwise indicated, courses are three semester hours credit.
545. Individual Intelligence Testing • Critical examination of various intelli
gence tests with emphasis upon administration and interpretation of the
Wechsler and Stanford Binet scales. Prerequisite: EPS 559.
550. Research Methods • Advanced study of research procedures. Prereq
uisite: EPS 559.
555. Practicum In Diagnostic Evaluation - Supervised experience in admin
istration and interpretation of various psycho-educational instruments
resulting in written diagnostic evaluation reports or supervised practicum
experience providing instruction to children with disabilities. Prerequi
sites: EPS 545 and conspnt of instructor
559. Tests and Measurement - An in-depth look at the characteristics, use,
administration and interpretation of eduational, vocational, and psycho
logical tests. Examining the relevance tests have in counseling is also
addressed.
560. Learning and Cognitive Development - A study of the development of
the cognitive processes including cognitive theories of learning, informa
tion processing, environmental influences etc.
575. Advanced Graduate Studies - Independent instruction. May be re
peated under different topics:
a. Educational Psychology topics b. Counseling topics
c. Special Education topics d. Speech Pathology topics
585. Advanced Human Growth and Development - A study of current
research related to emotional, social, and mental development.
569/ Thesis Research - Individual study. Prerequisites: 12 semester hours
graduate education and permission of major professor.
590.* Thesis Writing - Individual study. Prerequisites: 589 and permission of
major professor.
591. Mental Health Counseling • Biopsychosocial framework for the study of
mental health and mental disorders. Client conceptualization, assess
ment and treatment planning. Prerequisites: GCN 531 and EPS 559.
#A student must register for 589 and/or 590 each semester or summer session
until the thesis is completed. However, a student may not register the first time for
590 until the thesis prospectus has been approved.
Courses In Special Education (SPE)
43(1 IlV'?6" h tUa"y< ^cePtional ' A study of the characteristics and
special problems of both the mentally retarded and the gitted
Educational Appraisal of Exceptional Children - Fundamental con-
2£SS?SSZremphasis upon me "'"*of various test and
460. Children with Behavioral Disorders • The etiology, characteristics, and
remediation of behavior disorders in children.
464. Early Childhood Special Education - A comprehensive overview of the
field including medical aspects of serving young children with disabilities,
methods, technology, transition, and interagency coordination. Prerequi
site: SPE 329.
502. Applied Behavior Analysis - Educational planning for students with
disabilities.
561. Medical & Educational Aspects of Sensory & Motor Disabilities - The
development of basic sensory discrimination and perceptual processes
and abnormalities manifested by exceptional children.
562. Instructional Strategies for Exceptional Learners - Methods of evalu
ation and remediation of sensory and perceptual deficiencies. Prerequi
site: SPE 561.
567. Trends In Educating Exceptional Children • An advanced survey
course. Emphasis on current research.
568. Seminar In Special Education - Problems in special education, current
research, implications for teaching. Prerequisites: SPE 567 and 9 hours
of special education.
569. Characteristics of the Gifted and Talented - Emphasis on history,
philosophy and unique characteristics of the gifted and talented learner.
Theories and application of creativity included.
570. Special Studies in Special Education - A study of current topics in
Special Education. May be repeated for credit when topic changes (a)
Gifted and Talented (b) Early Childhood Intervention (c) Multi-handi
capped (d) Vocational Adjustment (e) Visually Handicapped. Prerequi
site: 12 semester hours Special Education.
A. Additions:
Department and Number
Computer Science CSC350
Kinesiol & Health Sci KIN219
Kinesiol & Health Sci KIN276
Kinesiol & Health Sci DAN 106
Health ScienceHSC351
Health Science HSC430
ArtART361
AHART461
Music MUS472
Forestry ENV223
Forestry ENV412
Forestry ENV415
Forestry ENV420
Forestry FOR223
Forestry FOR390
Forestry FOR458
Chemistry CHE302
Physics PHY272
STEPHEN F. AUSTIN STATE UNIVERSITY
UNDERGRADUATE CURRICULUM COMMITTEE
Title and Credit
Computer Network Systems (3)
Advanced Taekwondo (2)
Basic Climbing (2)
Ballroom Dance (2)
Substance Prevention Education (3)
Health and the Maturation Process (3)
Computer Art I (3)
Computer Art II (6)
Professional Development (1,2,3)
Surveying and Mapping (4)
Environmental Measurements (3)
Environmental Impact Statements and Environmental Planning (3)
Landscape Ecology (3)
Surveying and Mapping (4)
G1S in Natural Resources (2)
Forest Resource Management (4)
Fundamental Applications of Chemistry (4)
Intermediate Experimental Physics Laboratory (2)
B. Revisions:
Department and Number
Computer Science CSC101
Computer Science CSC102
Compuer Science CSC121
Computer Science CSC202
Computer Science CSC211
Computer Science CSC241
Computer Science CSC340
Communication COM430
Communication COM480
Communication COM490
Communication COM403
Current Title and Credit
Introduction to Computing
Computer Science Principles
Introduction to Information Processing System
Computer Programming Principles
Programming with Business-Oriented Languages
Data Structures
Application Software for Microcomputers
Literature of Journalism
Student Publications Workshop
Advanced Public Speaking
Publication Layout and Design
New No. New Title and Credit
CSC 101 Introduction to Computing (3)
CSC102 Computer Science Principles (3)
CSC121 Introduction to Information Processing Systems M
CSC202 Computer Programming Principles (3)
CSC211 Programming with Business -Oriented Languages (.
CSC241 Data Structures (3)
CSC34O Application Software for Microcomputers (.*)
COM430 Literature of Journalism (3)
COM480 Student Publications Workshop (3)
COM490 Advanced Public Speaking (3)
COM403 Publication Layout and Design (3)
o
4-
STEPHEN F. AUSTIN STATE UNIVERSITY
UNDERGRADUATE CURRICULUM COMMITTEE
A. Additions:
Department and Number
Computer Science ^
Kinesiol & Health Sci KIN219
Kinesiol & Health Sci KIN276
Kinesiol & Health Sci DAN 106
Health ScienceHSC351
Health Science HSC430
Art ART361
Art ART461
Music MUS472
Forestry ENV223
Forestry ENV412
Forestry ENV415
Forestry ENV420
Forestry FOR223
Forestry FOR390
Forestry FOR458
Chemistry CHE302
Physics PHY272
Title and Credit
Computer Network Systems (3)
Advanced Taekwondo (2)
Basic Climbing (2)
Ballroom Dance (2)
Substance Prevention Education (3)
Health and the Maturation Process (3)
Computer Art I (3)
Computer Art II (6)
Professional Development (1,2,3)
Surveying and Mapping (4)
Environmental Measurements (3)
Environmental Impact Statements and Environmental Planning (3)
Landscape Ecology (3)
Surveying and Mapping (4)
GIS in Natural Resources (2)
Forest Resource Management (4)
Fundamental Applications of Chemistry (4)
Intermediate Experimental Physics Laboratory (2)
B. Revisions:
Department and Number
Computer Science CSC101
Computer Science CSC102
Compuer Science CSC121
Computer Science CSC202
Computer Science CSC211
Computer Science CSC241
Computer Science CSC340
Communication COM430
Communication COM480
Communication COM490
Communication COM403
Current Title and Credit
Introduction to Computing
Computer Science Principles
Introduction to Information Processing System
Computer Programming Principles
Programming with Business-Oriented Languages
Data Structures
Application Software for Microcomputers
Literature of Journalism
Student Publications Workshop
Advanced Public Speaking
Publication Layout and Design
New No. New Title and Credit
CSC 101 Introduction to Computing (3)
CSC 102 Computer Science Principles (3)
CSC 121 Introduction to Information Processing Systems (.*)
CSC202 Computer Programming Principles (3)
CSC211 Programming with Business-Oriental Languages (3)
CSC241 Data Structures (3)
CSC340 Application Software lor Microcomputers (3)
COM430 Literature of Journalism (3)
COM480 Student Publications Workshop (3)
COM490 Advanced Public Speaking (3)
COM403 Publication Layout and Design (3)
Communication COM203
Communication COM404
Communication COM301
Counsel/Special Ed Prog EPS475
Home Economics HEC137
Home Economics HEC139
Home Economics HEC206
Home Economics HEC208
Home Economics HEC260
Home Economics HEC312
Home Economics HEC3I6
Home Economics HEC322
Home Economics HEC332
Home Economics HEC343
Home Economics HEC312
Home Economics HEC4I2
Home Economics HEC414
Home Economics HEC441
Home Economics HEC451
Home Economics HEC460
Home Economics HEC463
Kinesiology & Health Sci KIN207
Kinesiology & Health Sci KIN234
Kinesiotogy & Health Sci KJN251
Kinesiology & Health Sci K1N278
Kinesiology & Health Sci KJN33O
Kinesiology & Health Sci KIN353
Kinesiology & Health Sci KIN353L
Kinesio & Health Sci DAN/KIN349
Kinesiology & Health Sci HSC216
Health Science HSC235
Secondary Education SED450
Secondary Education SED442
Secondary Education SED445
ArtART395
Art ART395L
Forestry ENV349
Forestry ENV405
Forestry ENV441
Forestry FOR205
News Gathering and Writing II
Fundamentals of Newspaper Graphics
Copy Editing, Headline Writing and Makeup
Special Problems
Principles of Food Science
Meal Management
Graphics
Interior Design Graphics
Principles of Textile Science
Residential Design
Interior Lighting and Cabinetry
Facility Planning/Management
Communicating Home Economics Content
Visual Merchandising and Display
Commercial Design I
Commercial Design II
Computer Allications in Design
The Contemporary Family
Resource Management
Housing and Furnishings
Fashion Promotion
Gymnastics
Innovative Games and Sports
Rhythmic Activities
Adventure Education
Measurement and Evaluation
Physiology of Exercise
Physiology of Exercise Laboratory
Psychomotor Development Movement Activities
Introduction to Community Health
Health Concts for Children and Adolescents
Students in Secondary Schools
Teaching in Secondary Schools
Internship in Teaching
Essential Elements/Elementary Processes & Materials
Essential Elements/Elementary Processes & Materials Lab
Forest Soil Science
Environmental Communication & Interpretation
Photogrammetry and Remote Sensing
Forest Biometrics I
COM203 News Gathering and Writing 11(3)
COM404 Fundamentals of Newspaper Graphics (3)
COM301 Copy Editing, Headline Writing and Makeup (3)
EPS475 Special Problems (I 2 3)
HEC137 Principles of Food Science (3)
HEC139 Meal Management (3)
HEC206 Graphics (3)
HEC208 Interior Design Graphics (3)
HEC260 Principles of Textile Science (3)
HEC312 Residential Design (3)
HEC316 Interior Lighting and Cabinetry (3)
HEC322 Faultily Planning/Management (3)
HEC332 Communicating Home Economics Content (2)
HEC343 Visual Merchandising and Display (3)
HEC410 Commercial Design I (3)
HEC412 Commercial Design 11 (3)
HEC4I4 Computer Applications in Design ( *)
HEC441 The Contemporary Family (3)
HEC451 Resource Management (3)
HEC460 Housing and Furnishings (3)
HEC463 Fashion Promotion (3)
KIN207 Gymnastics (I)
KJN234 Innovative Games and Sports (I)
KIN251 Rhythmic Activities (I)
K1N278 Adventure Education (2)
K1N33O Measurement and Evaluation (3)
KIN353 Physiology of Exercise (3)
KIN353L Physiology of Exercise Laboratory (I)
DAN/KIN 349 Psychomotor Development Movement Activities ( U
HSC216 Introduction to Community Health (3)
HSC235 Health Concepts for Children and Adolescents ( \)
SED450 Students in Secondary Schools (3)
SED442 Teaching in Secondary Schools (3,6,9,12)
SED445 Internship in Teaching (3)
ART395 Essential Elements/Elementary Processes A Materials ( *)
ART 395L Essential Elements/Elementary Processes & Material I ab (5»
ENV349 Forestry Soil Science (3)
ENV405 Environmental Communication & Interpretation (3)
ENV441 Photogrammetry and Remote Sensing (3)
FOR205 Forest Biometrics I (3)
Forestry FOR209
Forestry FOR240
Forestry FOR317
Forestry FOR436
Forestry FOR404
Forestry FOR409
Forestry FOR411
Forestry FOR427
Forestry FOR441
Sociology SOC330
Sociology SOC400
Psychology PSY498
Biology BIO123
Biology BIO123L
Biology BIO431
Nursing NUR417
Physics PHY410
Physics PHY460
Forest Ecology FOR209
Wood Science FOR240
Forest Biometrics II FOR317
Natural Resource Policy FOR436
Urban Forestry FOR404
Forest Hydrology FOR409
Timber Management FOR411
Regional Silviculture FOR427
Photogrammetry and Remote Sensing FOR441
Sociology of Women SOC330
Institutional and Non-institutional Care of the Aged SOC400
Topics in Psychology PSY498
Human Biology BIO 123
Human Biology Laboratory BIO 123L
Molecular Biology BIO431
Family Self-Care in Situational Crisis NUR417
Experimental Techniques of Physics PH Y410
Advanced Experimental Physics Laboratory PHY460
Forest Ecology (3)
Wood Science (4)
Forest Biometrics II (3)
Natural Resource Policy (2)
Urban Forestry
Forest Hydrology (3)
Timber Management (2)
Regional Silviculture (3)
Photogrammetry and Remote Sensing
Sociology of Women (3)
Institu and Non-institution Care of the Aged ln

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Stephen F. Austin State University Minutes of the Board of Regents Nacogdoches, Texas August 2,1994 Volume 131 TABLE OF CONTENTS August 2, 1994 II' Hi APProval of Minutes, April 27,1994 Pafe o? i4? Approval of Minutes, July 6, 1994 , 93-176 Approval of President's Contract '.' } Faculty and Staff Appointments for 1994-95 ! Changes of Status * 93-179 Promotions.. 2 93-180 Retirements 3 93-181 Holiday Schedule 3 93-182 LastClass Day Report.;.'.'.'.'.'.'.'.;;;:; 3 IVlll Underenrolled Class Report..."ZIZZ 1 93 185 aE^ ^ytional Plan for Instrlictionai Teiwommunications' 4 •r*j ioj approval oi JM&jor in D3.nc6 93-188 Parkingand" Z.'.'.'ZZ5 qi ioi c 1-" C5??*es Les« Than""$56,OOO ".!.'Z.'.V. c 93-193 Selection of Bond Advisor. J Acquisition of Software for P^'h^in'gDepartment.' 5 Selection of an Insurance Agent of Record < Authorization to Sign Vouchers and Checks < 5. Criminal Justice ^^^VnrTm^?1^ *?****> M-S. (Sam Houston State University), at a salary of 531,900 for 100% time for nine months, effective fall semester, 1994. 6. University Affairs Alat * **"* °f $20'796 for ^^ months' Mr Royce Chadwick, Women's Head Basketball Coach, at a salary of $65 000 for twelve monAs, with a^summer camp stipend based on the number of participants M 116139199944 CUlTem Sakry M stipuIated » "■ contract- e&ctive Ms. Gail Striegler, Women's Assistant Basketball Coach and Instructor of Kinesiology, at a salary of $35,000 for ten and one-half months, effective July 18, !ft.^rF&n^1 •lfcad W?mCI£ T^k Coach "* a*™** of Kinesiology, at a salary of $32,000 for nine months, effective August 23,1994. 93-178 Upon motion of Regent Monies, seconded by Regent Christopher, with all members voting ave it was ordered that the following changes of status be approved. g ye'" 1 • Communication Ms. Patricia Angel, Lecturer, from a salary of $2,185 for 50% time to $4,370 for 100% time tor Summer L Mr. Morgan Hdred, Lecturer, from a salary of $2,250 for 50% time to $4 JOO for 100% time for Summer L 2. Computer Science Dr. Michael M. Pickard, Assistant Professor, from a salary of $7,888 for 100% time for Summer H to a salary of $15,777 for 100% time for Summer I and Summer H. 3. Economics and Finance Mr. Jesse H. Richardson, from Assistant Professor at a salary of $40,885 for 100% time Erim5£month*> to A58*8131" Professor and Interim Department Chair at a salary of $51,970.55 for 100% time for eleven months, effective fall semester 1994 4. Liberal Arts 5. Management and Maiketing 6. Business Affairs 93-179 by whkh itebS?SS2ffi^ —< cos, of SlTUHO) sufflcio, to p^xei wirte^^^^of fc Reports Presented From: A. Faculty Senate Chair, Dr. Pat Barton •Confidentiality of student evaluations •Uniform code on grievance procedures b- C Repor, on SFA 98 Inidadve, Dr. Fred Kinerfc and Dr. Rober. Szafran E. President, Dr. Dan Angel 'SffiSMSSSigr'- Md ""«*» »f Music building which ^^t award ruling $2.3 „*» for EducanonaJ Leadership ^ Bom Chair announced the following membership for Board con»>i »>i«e« for Executive A . . Sissy Austin, chair Academic anilLStudem Affaj Ron Adlds^Vte Chair TES1*01* RttKllS Lynn Monies, Chair Buildings IChST Roy Blate, Chair Appendix No. 1 COVER PAGE INSTITUTIONAL PLAN FOR INSTRUCTIONAL TELECOMMUNICATION Name of Institution: . Stephen F. Austin State Address: 1936 North Street City/State/Zip: Naconrinrhfls. TV 7fiQfi9 Program Director: Thomas P. Franks. Dean College of Erinratinn Telephone Number: (4091568-2901 Date of Plan Approved by Governing Board: On Agenda for April 25 & 26.1994 Meeting February 18.1994 Vice President of Academic Affairs A (Date) INSTITUTION: REQUEST: February 1994 Stephen F. Austin State University This proposal seeks authority for Stephen F. Austin State University to offer for-credit courses via a distance learning network which will link the campus in Nacogdoches to approved sites in the Deep East Texas area. The network will make use of instructional telecommunications technologies such as interactive video, cable television broadcasts, and wide-area computer networking. As a regional state supported institution, Stephen F. Austin seeks the most effective instructional methods to serve school districts rural communities, and residents-at-large in the area The area residents look to Stephen F. Austin for educational services and professional development instruction. As one of the three largest producers of teachers in the State, the University has a well established presence in the region and a continuing responsibility to support the professional needs of both practicing teachers in the public schools and student teachers at the University who are completing requirements for certification. Stephen F. Austin State University through its College of Education was selected in 1992 to receive funding and authority from the Texas Education Agency to establish a Center for Professional Development and Technology. The goal of the Center is to work cooperatively with public school teachers and administrators in a field based instructional program that enhances best teaching practices, staff development, and the integration of technology into the classroom. Part of the money from the 1.3 million dollar grant was used to purchase equipment for a distance learning network between SFASU and Angelina College. This network has been used to deliver three courses this year, under experimental authority from the Coordinating Board, to the Angelina College Campus. Second year funding for the grant provides funds for the installation of a second net work at a site yet to be determined. A grant proposal submitted to the Rural Electrification Administration (REA) would provide if funded, for additional networks. As currently envisioned the networks would provide services which could include the following: 1. Graduate and undergraduate for-credit coursework approved by the Coordinating Board with the concurrence of neighboring colleges. Offering courses in this manner would greatly reduce the travel by faculty members to distant sites. 2. Non-credit continuing education activity. 3. Two-way interactive audio-video conference facilities for business, medical, education, government, and communitv personnel. In summary, our request is for approval of an institutional plan for instructional telecommunications which would (1) continue the experimental program that was conducted this year at Angelina College, (2) authorize the addition of an additional site rom the list shown below, to be funded by our second-year Center for Professional Development and Technology Grant and (3) authorize the addition of other sites if funding is received from the REA. In each case, courses taught would be those being conducted at the same time on the SFA campus. Classes would be composed of students on campus and at the approved distant site. '• Authority and General Information A. (1) Board of Regents' agenda April 25 & 26,1994 (Approval notice will be sent to the Coordinating Board immediately). (2) Proposed implementation date: Fall 1994 B. Stephen F. Austin State University proposes to offer, to students off campus, approved courses in accredited academic programs via the following telecommunications technology: interactive video network, satellite downlink community cable distribution, video packages, and computer networks. All courses offered would support a campus-based degree or certificate program, primarily the masters degree and professional certificates offered by the College of Education All such courses would receive final approval for telecommunications delivery by the regional councils, the Coordinating Board, appropriate department chairs, and college deans before their actual delivery. Assurance of student interest at the remote site would be received prior to the scheduling of courses. Such students would meet he University s requirements for admission or for concurrent enrollment, in the case of those with high school status, and would complete approved procedures for course registration before the beginning of the course. C. SFA delivers non-credit, public service cable casting via Channel 2 to all cable-receiving sites within the viewership area of the city of Nacogdoches. Interactive video television receive sites would include other educational institutions within the city remote sites within commuting distance of SFA as a service to commuting students, remote sites where SFA students are serving intemships or providing public service, and other sites approved by the Coordinating Board. Sites designated for other telecommunications delivery within the next two to five years could include: (1) Longview for graduate courses (2) Kilgore for graduate and undergraduate courses approved by the regional council and the Coordinating Board (3) Nacogdoches High School for graduate courses and undergraduate courses for students in a concurrent program (4) Fairfield for graduate courses (5) Angelina College for graduate courses and undergraduate courses as agreed upon with Angelina College (6) Crockett for graduate courses (7) Jasper for graduate courses (8) Center for graduate courses (9) Diboll for graduate courses (10) The campuses of other public and private institutions of higher education, in support of approved cooperative degree or certificate programs in effect between or among SFA and such other institutions. D. Concurrence from affected institutions in the area will be obtained before instruction begins. E. Quality A. Quality issues addressed in Subchapter 4, especially Section 5.152 and Subchapter J, of Chapter 5 of Rules and Regulations of the Texas Higher Education Coordinating Board have been incorporated into the standard operating procedures of the program. Each department that originates instructional telecommunications credit courses will follow the usual academic review procedures for all courses and will review the quality of each course to assure that it is equal to or greater than the quality of on-campus instruction. All faculty will agree to undertake research projects to monitor the quality of student learning, assess the impact of the instruction, and consider the economic effectiveness of instruction via telecommunications courses. For courses which are part of an externally funded project, external evaluation procedures will be used also to determine quality and efficiency of course delivery. Evaluation of the learning network will be an ongoing team process composed of members representing all partners in the program. The purpose of the evaluation will be to objectively determine if the objective goals of the site-based instructional program are being met. The evaluation team will meet on a regular basis throughout the year to assess the distance learning project's progress and outcomes. A typical class session will include a group of students gathered in a SFA classroom and in the distance learning facility. An instructor will be present at the Stephen F. Austin site and a distant site facilitator will be present at the Angelina site for each class period. The SFA instructor will meet with the students for an orientation prior to the first class meeting. Should the need arise the instructor will make additional visits to the distant site. Lecture can be conducted at either site. Students will be allowed to attend class at either site. Everyone at each site will be able to hear and see everyone at the other site through the instructors' control of cameras and television monitors. All faculty using instructional telecommunications technology will receive training on its use. Visual aids may be seen by persons at each site simultaneously. Information may be transferred through a computer at each site and hard copies of materials may be exchanged through a fax machine at each site. Because of this complete video, audio, and data link, a course of equal credit and comparable quality will be simultaneously delivered at the transmitting and receiving classroom. Library resources for the courses will be made available in several ways. For each course, the professor will deliver selected resources to the distance site during the orientation class meeting. Resources are also available at Angelina College. Finally, students will have full access to the SFASU library which is open for convenient access by off-campus students. B. All Instructional Telecommunications credit courses will be taught by regular full-time faculty or other faculty members approved by the Vice President for Academic Affairs and the Coordinating Board. Examples of others may include distinguished visiting faculty, adjunct faculty, specialists, and other individuals with appropriate or unique expertise. C. All credit courses will have a structured plan for faculty/student interaction that includes an orientation session at the beginning of the course, periodic scheduled sessions on an individual basis or in a group setting, and provision for access by the student to the instructor of record by telephone or other means. The instructor of record may use telecommunications technology for live interaction with students during orientation, advisement, and individual consultation, as well as during the regularly scheduled class period. D. The SFA library will provide support services to other locations where instructional telecommunications are being delivered. The type of service will be based on location. If the location is within commuting distance of the library, then the library will provide the complete services that are available to any student of the institution. In other words, a library card will be issued and access to the library resources and staff will be the same as that for any other student of the university. If the location of the instructional site is beyond the normal commuting distance of the library, the services provided and how these services will be provided will vary. The following options are a possibility: (1) Access to the on-line catalog which is a computerized card catalog and functions as the main index to books, serials, audio-visual materials, SFA theses, and software holdings of the library will be made available. This will be possible via a personal computer from the students1 work/home site should they have a computer with a modem. (2) The library will work to have learning resources available at instructional telecommunication sites. The library will place materials from its collection on reserve in a library at or near the instructional location enabling the students access to a wider variety of materials than are available from local libraries. A staff person in the library is designated to handle the coordination of library related needs at off-campus instructional sites. When additional materials and books are needed for the local site as well as for off-site use, appropriate supplemental funding will be provided by the University. E. No more than one-third of the semester credit-hour requirements for a degree or certificate program would be earned through instructional telecom munications courses unless approved by the President, Board of Regents, and the Coordinating Board. 3. Delivery Systems Stephen F. Austin State University will use both multi-point and point-to-point interactive video technologies among the various receiving sites. The network is capable of simultaneous audio and video transmission. Delivery media include T-1, fractional T-1, and cable television circuits. All faculty engaged in delivery of instruction to distant sites will receive training on effective use of telecommunications as an instructional tool. 4. Costs $273,800 a. Acquisition Costs $225,000 The original cost of equipping the classroom on campus was $75,000. Likewise, the cost of equipping the receive site at Angelina College was $75,000. These costs were paid from 1992-93 grant funds which established SFA's Center for Professional Development and Technology (CPDT). Funds for a second receive site ($75,000) are in the 1993-94 CPDT budget. The video conferencing equipment for these installations is the V-Tel brand. b. Distribution Costs $34,200 1993-94 costs ($850 per month) for a T-Line to Angelina College are being paid by the CPDT budget. Future costs to the University, therefore, would be $10,200 per year at current rates. Additional 1994-95 costs, estimated to be $4400 per month for a T-1 line to Kilgore, will be shared by users of the technology. SFA's share is expected to be $2,000 per month or $24,000 per year at current rates. c. Personnel Costs $14,600 Faculty. Since telecommunications courses will be regularly scheduled classes there will be no additional faculty costs. We will be offering regularly scheduled classes at one or two distant education receive sites. Administrative. Oversight for equipment operation and scheduling will be provided by the Technology Specialist employed by the Center for Professional Development and Technology at a prorated cost of $9,000 for approximately 20 per cent of his time. Other aspects of administration will be done by the academic department chairs as a part of their regular responsibility. Support Staff. Technical support will be provided by campus technical support personnel who repair and maintain University electronics equipment. Approximately five percent of one fulltime equivalent technology specialist's time will be devoted to distance education equipment at a pro-rated cost of $3,800. Site facilitators will be employed at receive site to make sure that equipment and rooms are available and operational and to provide other services as needed by instructors and students. The cost of this support is estimated to be $60 per week for 30 weeks (two semesters) for a total of $1800 for two sites. d. Student Support Services. There will be no additional costs since students in telecommunications courses have access to the same service as other students. e. Equipment and Facilities. Initially there will be no additional costs beyond those described above for acquisition and distribution. f. Maintenance and Operations. There will be no additional costs until warranties expire at which time repair will be handled by University technicians who are included under costs for support staff. g. Supplies and materials. There will be no additional costs beyond those normally provided for on-campus courses. h. Other. No other additional costs are anticipated. Income $314,280 a. State appropriations $70,560 Income will be produced through regular formula funding. Since most courses will be graduate courses it is estimated that the formula will generate $70,460 based on 4 courses per site per semester (16 sections) with an average of 15 students per section. (720 graduate semester credit hours at $98 per hour) b. Local funds $18,720 Based on enrollment figures shown in a above, at $26 per semester credit hour. c. Other State Funding $225,000 Grant funds from the CPDT (1992-93; 1993-94). d. Other $0 for the foreseeable future Additional income, if needed in the future, would be from distant education course fees paid by students and other users of our distant education resources such as school districts, region education services centers, other colleges, and businesses. STEPHEN F. AUSTIN STATE UNIVERSITY Instructional Telecommunications Costs Estimate Form Student Support Services Equipment and Facilities Maintenance and Operation Supplies and Materials Other Income Category "State Appropriations "Local Funds Other State Funding (1992-93,193-'94 CPDT Grant) Reallocation of Existing Funds Federal Funds Other Funding 'Continuing Costs "Continuing Source of Income TOTAL TOTAL 0 0 0 0 0 $273,800 Estimated Income $70,560 18,720 225,000 0 0 30,000 $314,280 5. Course Inventory Courses to be offered by telecommunications for regular college credit will be included in the institution's current course inventory as approved by the Coordinating Board. Such courses must support an authorized degree or certificate program. See the list of courses below. The courses are also listed on the attached "Y" update forms. ELE121 INTRO TEACHING ELE 300 SEMINAR IN CLASSROOM MGM & DIS ELE489 METHOFTCHENGASASECLANG ELE 527 ELE SCHOOL CHILD ADV ELE 533. LAB FOR TEACHERS ELE 577 PROFESSIONAL DEVELOPMENT ELE 578 SEMINAR ELE 580 DISP: BEHAV AND MISBEHAVIOR ELE 581 CUR ISSUES AFF TCH ELE 582 LEARN STYLES & TECH STRAT RDG 574 TEACHING READING WITH T SED 301 SCHOOLS & SOCIETY SED 578 SEMINAR NUR312 PATHOPHYSIOLOGY SCREEN- DHMOOY Please use this form to ADD to, or DELETE from, your institution's ANNUAL PLAN for telecommunications LPG: TELY courses for the academic year shown below. INSTITUTION: Stephen F. Austin State Univ DIUM: TVjQt' Audio/Radio Computer (2) FlCECode: (3) ACADEMIC YEAR: 19 LR. Other (Specify), uctions are on back of this form.) C8393 THECB, "Y"Fi!e 1 88 Appendix No. 2 NAME OF INSTITUTION Stephen F. Austin State University NAME OF PROPOSED PROGRAM Dance Maior Display how proposed program(s) would appear on the Coordmating Board program inventory; include Texas CEP code designation(s). Bachelor of Science in Dance CD? 131314-0004 How would name(s) of program(s) appear on student diplomas? Bachelor of Science How would name(s) of program(s) appear on student transcripts? Bachelor of Science Maior: Dance Administrative unit(s) responsible for the program(s): Department of Kinesiologv and Health Science: College of Education Proposed date for implementation of program: Fall '94 Person to be contacted for further infomiation about proposed program(s): Name: Dr. Mel Finkenberg Title: Chair. Department of Kinesiologv & Health Science Phone: (409) 568-3503 FAX: (409)568-1850 Signatures: l/l/fY Campus Chief ^cecutive Officer Date N/A System Chief Executive Officer Date (As appropriate) Governing Board approval date: FORMAT FOR NONSUBSTANTIVE PROGRAM REQUESTS I. REASON FOR REQUEST .4. Provide a rationale for the request. Include information on program need'demand, including similar programs at Texas public and independent universities, demand from potential students, and job market needs. By offering a baccalaureate degree in dance at Stephen F. Austin State University, the dance program, the Department of Kinesiology and Health Science, the College of Education, and subsequently the University would benefit. The dance program at SFA has grown from offering activity classes such as modern dance and folk dance to offering a full curriculum for technique and professional courses designed to adequately prepare the student for competent service as a teacher of dance. In order to sustain the progress and growth which the dance program has shown, it would be highly beneficial to offer a major in Dance. Since 1978 the dance program has supported a second teaching field in dance. Because dance does not have major status, academic advising remains subordinate to the student's first teaching field. The ability to major in dance would enable the student to more adequately focus on his/her primary teaching goal. In addition, an undergraduate degree in dance is the most appropriate degree for the student who wishes to pursue graduate studies in dance. A graduate degree is necessary for one whose goal is to teach at the junior college or university level. Granting major status to dance would also be in line with the recommendation by The Southern Association of Colleges and Schools. The current second teaching field dance curriculum is sufficiently complete to be converted to a major without any immediate additions to faculty, facilities, or curriculum. The dance faculty holds terminal degrees; the dance studio and other spaces are adequate; and the dance teaching field demands 29 hours of study in specified courses. By offering thorough training in the field of dance, SFA would attract students who wish to teach dance on the secondary level as well as those who will pursue graduate studies in dance. This would benefit both students and Stephen F. Austin State University. B. Include any historical or other documentation to support request. Two studies recommended dance as a major: The Southern Association of Colleges and Schools (1990) and the Departmental Effectiveness Committee of the Department of Kinesiology and Health Science (1993-94). PROGRAM DESCRIPTION A. Provide a description of the program, including educational objectives, degree requirements, and curriculum requirements. The dance major will entail the same course work as the existing teaching field in dance plus 2-3 hours of study in supportive course work in prevention and care of injuries or costuming or lighting. The dance teaching field comprises 29 hours of study and includes courses in dance technique (ballet, modern and jazz) as well as lecture/lab classes in dance performance, improvisation and composition, rhythmical analysis of movement, history and philosophy of dance and analysis of movement. Folk Dance and Ballroom Dance may be taken as electives. The SFASU General Bulletin 1994-95 states, "The primary purposes of the Department of Kinesiology and Health Science are related to the preparation of health science, kinesiology, and dance teacher..." (p.219) To state this objective more specifically, the dance program is committed to providing the region with secondary level teachers certified in dance. In addition, educational objectives are rooted in the philosophy that the successful teacher will have an understanding of sound principles of movement, scholarship, and professional attitudes. Degree requirements: BS for Students in the College of Education (Dance) 1. General Education Requirements A. Communication Skills (12 hours) (1) Six semester hours from: ENG 131, 132, 133, 235. (2) Six semester hours from: COM 111 and CSC 101, 121, or MTH 264. B. Quantitative Skills and Sciences (10-11 hours) (1) Three semester hours from: MTH 127, 128, 133, 138, 139, 143, 144, 220. (2) Seven to eight semester hours from: BIO 238* and AST 105*; BIO 121*, 131, 133, 225; CHE 111*, 112*, 133*, 134*,231*; GOL 131*; PHY 101*, 102*, 110*,,118*, 131*, 132*. An asterisk following a course number indicates that the appropriate laboratory course must be taken in conjunction with the lecture course. C Humanities (12 hours) (1) Three semester hours from: ART 280, 281, 282; MUS 140, 160; THR 161, 370. (2) Six semester hours from: HIS 133 and 134 or 135 and 136. (Three semester hours of Texas history may be substituted for one of the American History courses.) (3) Three semester hours from: ENG 215, 221, 222, 231, 232, 234, 273, 360; FRE 304; GER 304; SPA 407, 412; PHI 153, 205, 223; ILA111, 112, 131, 132;HIS131,132;SPH 173,274. D. Social Sciences (9 hours) (1) Six semester hours from: PSC 141, 142. (2) Three semester hours from: ANT 231; ECO 101,231,232; GEO 130, 230, 310, 332, 344, 365, PSY 133, 143, 153; SOC 137, 138, 139, 253. E. Physical Education (4 hours). Four semester hours from: physical activity courses. F. College-selected requirements (6 hours) chosen from categories A-D as recommended by the faculty advisor. 2. An academic major of at least 31 hours with at least 12 semester hours in advanced courses with at least 9 advanced at SFA. 3. An academic minor of at least 18 semester hours (of which at least 6 must be advanced, including 3 advanced at SFA) or a second teaching field of at least 24 semester hours (of which at least 12 must be advanced, including 6 advanced at SFA). 4. Professional certification courses as specified by the state (24 semester hours) for those students seeking teacher certification. 5. Forty-two or more semester hours of advanced work (courses numbered 300-499 inclusive), at least 36 at Stephen F. Austin State University. 6. A minimum of forty-two semester hours in residence (on SFA campus) work. 7. Enough additional hours to make a total of at least 130 semester hours. 8. A grade of at least C in each freshman English course, and a C average in course work completed at SFA, course work completed in the major and minor fields, considered separately at Stephen F. Austin State University. These required averages are based on those courses in each category which are included in the student's official degree plan. Proposed curriculum for DANCE/MAJOR: Technique: # of hours DAN 202 BALLET II 2 DAN 203 JAZZ DANCE II 2 DAN 204 MODERN DANCE II 2 DAN 302 BALLET III 2 DAN 304 MODERN DANCE III 2 Theory/Practical: DAN 256 DANCE PERFORMANCE 2 DAN 300 IMPROVISATION AND COMPOSITION OF DANCE .... 2 DAN 301 RHYTHMICAL ANALYSIS OF DANCE MOVEMENT... 2 DAN 341 HISTORY AND PHILOSOPHY OF DANCE 3 DAN 356 DANCE PRODUCTION 3 DAN 400 THEORY AND PRACTICE OF DANCE 3 DAN 480 CHOREOGRAPHIC PROJECT 0 KIN 417 ANALYSIS OF MOVEMENT 3 KIN 417L ANALYSIS OF MOVEMENT LABORATORY 1 2 - 3 hours from: 2-3 KIN 357 PREVENTION AND CARE OF INJURIES(3) THR 231 INTRODUCTION TO THEATRE COSTUME(3) THR 242 INTRODUCTION TO LIGHTING(2) TOTAL 31-32 houre HI. RELATIONSHIP TO EXISTING AUTHORIZED PROGRAMS A. Demonstrate the relationship between the proposed program and existing authorized programs. The proposed program (the Dance Major) is identical in terms of curriculum to the existing Dance Teaching Field with an additional 2-3 hours of supportive course work. B. Describe how the proposed program would affect existing programs, including the potential effects on enrollment (e.g. the need for additional sections or increased class sizes, faculty and library resources). The proposed program would effect the existing program in terms of the potential for increased enrollment and increased visibility; however, there will be no need for additional sections, faculty, nor resources of any kind. IV. EXPECTED ENROLLMENT A. Estimate the cumulative headcount and full time equivalent (FTE) enrollment for each of the first 5 years (majors only, considering expected attrition and graduation) and indicate the number expected to be new to the institution each year. YEAR 1: 20 (based on 5 graduating seniors and 5 incoming freshmen or transfer students) YEAR 2: 20 (based on above) YEAR 3: 25 (based on 5 graduating seniors and 10 incoming freshmen or transfer students) YEAR 4: 30 (based on above) YEAR 5: 45 (based on 5 graduating seniors and 20 incoming freshmen or transfer students B. Explain assumptions used in making these estimates. Assumptions for years 1 and 2 are based on the cumulative headcount and FTE enrollment for teaching field students for the past 5 years. Assumptions for years 3-5 are based on the idea that a dance major will provide needed visibility and incentive for students to pursue their dance education at SFA. V. RESOURCES A. Provide descriptions of courses that haw been implemented and new courses needed. 1. List and describe courses implemented within the last three years that would be included in the new program curriculum. DAN 203 Jazz Dance II: Technique and principles of intermediate jazz dance. DAN 302 Ballet III: Analysis, demonstration, and practice of intermediate/advanced techniques of ballet. DAN 304 Modern Dance III: .Analysis, demonstration, and practice of intermediate/advanced techniques of modern dance. DAN 400 Theory and Practice of Dance: .Analysis, demonstration, and practice of various approaches to dance as an educational and performing medium. DAN 480 Choreographic Project: Development and production of an extended choreographic work. REVISED: DAN 202 (formerly DAN 258): Analysis, demonstration, and practice of intermediate ballet techniques. DAN 204 (formerly DAN 259): Analysis, demonstration, and practice of intermediate modern dance technique. ELECTIVES: DAN 106 Ballroom Dance: An introduction to social dance that includes the fox trot, waltz, tango, cha cha, swing and rhumba. DAN 200 Special Studies in Dance: a topics course in an area of student need and interest DAN 475 Special Problems: Independent investigation through conferences with instructor 2. List and describe new courses not yet implemented for the progi'am. None B. Describe faculty resources and faculty requirements if any. 1. List current faculty members, indicating highest earned degree/ institution, field of study, current teaching and research assignments, dates of appointment, and anticipated contribution to the program. Specify course(s) each faculty member would teach. Stan Bobo, MFA, Florida State University, Dance Current Teaching: 12 credit hours per semester in: dance, technique (ballet, modern, ballroom, folk), dance history, dance production, theory and practice of dance, repertory dance company, Date of Appointment: 9/80 to present Elizabeth Rhodes, MFA, Mills College, Dance Current Teaching: 12 credit hours per semester in: dance, technique (ballet, modern, ballroom, folk), dance history, dance performance, rhythmic analysis of movement, improvisation and composition, repertory dance company. Date of Appointment: 8/91 to present Anticipated contribution: Both Mr. Bobo and Ms. Rhodes will continue to teach courses as listed above respectively. They will continue to co-direct and choreograph for the SFA Repertory Dance Company which has participated in regional and national, professionally adjudicated dance festivals. Both will continue to work toward increased visibility of the dance program and continue to bring recognition to the dance program through personal accomplishments and accomplishments of dance students. Ms. Rhodes will continue to serve as faculty sponsor of the SFA Alliance, the student, university-level organization of the Texas Association of Health, Physical Education Recreation, and Dance which is associated with the American Association of same. She will continue to serve as director of the SFA Dance Guild, a community support group for the Repertory Dance Company. Both Mr. Bobo and Ms. Rhodes will continue to be actively involved in professional organizations. Courses Mr. Bobo would teach: Courses Ms. Rhodes would teach: 2. If current faculty would be teaching new courses, how would their teaching assignments change, and how would their current assignments be accommodated? No new courses will be taught. 3. List all new positions (faculty, graduate assistants, clerical/support, etc.) required during the first five years of the program and indicate whether the positions would be additions or reassignments. If reassignment, indicate the source. None. C. Describe status of equipment with regard to this request. 1. Itemize expenditures during each of the last 3 years for equipment and supplies specifically for the proposed program. TOTAL $2,589 Equipment related to instructional delivery is sufficient to support this program. D. Describe status of facilities with regard to this request. Include any alterations or renovations of existing facilities made during that three years that would be used for the new program. The dance studio includes a 95 by 48 foot sprung, hardwood floor and wall to wall mirrors. Other facilities include a costume lab, a music room, and classrooms for the various lecture classes taught within the dance program. The Griffith Fine Arts Center offers an 1100 seat proscenium stage theatre for the dance company's annual concert. E. Provide library staffs assessment of library resources necessary for the proposed program, if applicable. Dance faculty met with Bernice Wright, the acquisition librarian, in the Spring of 1994: current library resources are good. Appencix No. 3 Substantive Degree Program Request NAME OF INSTITUTION: Stephen F. Austin State University NAME OF PROPOSED PROGRAM: Master of Arts Degree in Rehabilitation Counseling. Display how proposed program(s) would appear on the Coordinating Board program inventory; include Texas CIP code designation(s). Master of Arts Degree in Rehabilitation Counseling, Texas CEP Code: 51:2310,00 How would name(s) of program(s) appear on student diplomas? Master of Arts Degree: Rehabilitation Counseling How would name(s) of program appear on student transcripts? Master of Arts Degree: Rehabilitation Counseling Administative unit(s) responsible for the program(s): Counseling and Special Educational Programs, College of Education Proposed date for implementation of program: January 1, 1995 Person to be contacted for further information about proposed program: Name: Dr. Robert 0. Choate Title: Director, Rehabilitation Counselor Education Program Phone: 468-2906 Signatures: Campus Chief Executive~bffi*§r ^ Date ' Substantive Degree Program Request STEPHEN F. AUSTIN STATE UNIVERSITY Chronology of the Rehabilitation Counselor Education Program Substantive Degree Program Revues: SL BSTANTIVE DEGREE PROGRAM REQUEST PROGRAM ADMINISTRATION A. Describe how the program would be administered 1. Indicate the name and title of person(s) who would be responsible for curriculum development and on-going review. Dr. Robert 0. Choate, Director of the Rehabilitation Counselor Education Program will have responsibility for the day-to-day operation and the development of curriculum through the coordination of faculty input. The RCEP faculty meet-bi-weekly during the long semesters and monthly during the summer to review curriculum, evaluate students and review program evaluations by students, supervisors and employers. Dr. Choate reports to Dr. Anna Bradfield, Department of Counseling and Special Educational Programs Chair. Dr. Bradfield reports to the Dean of the College of Education. 2. Describe responsibilities for student advisement and supervision. Upon admission to the graduate program, students are assigned to the RCEP Director for initial advising and orientation. During their first semester in the program students are expected to initiate interviews with each of the graduate rehabilitation faculty members. Drs. Bill Weber, Dale Fish, Bob Choate and Ms. Carol Fowler serve as Rehabilitation Counseling student advisors, each carrying approximately five students each. By the end of the first semester in the program, the student should have selected an academic advisor from among the RCEP graduate faculty. Students must receive approval from the prospective advisor and then submit a request to the Graduate Coordinator to be assigned to that advisor. A student may change advisors, providing they receive approval from the proposed new advisor. Supervision of both practicum and internship are shared responsibilities of members of the counseling program. Presently Drs. Jane Holland, David Lawson, Cathy Curtis and Dale Fish have assigned practicum responsibilities with Drs. Fish and Holland assuming the majority role in Rehabilitation Counseling supervision. Dr. Robert Choate supervises internship experiences for the counseling program. Substantive Degree Program Request 3. If the program would be administered by more than one administrative unit, what factors make this desirable? This program will be administered by only one administrative department. B. If a non-academic administrative unit, e.g., "institute " or "center" would be involved in administering the program, describe the relationships. This program will be not be administered by an institute or center. C. If a new organizational unit would be created or an existing organizational entity modified as a result of this program, identify and describe the anticipated result. No new organizational will be created or modified to administer this program. II. PROGRAM DESCRIPTION A. Educational Objectives - This section can be found in the previously submitted materials. B. Admission Standards 1. State admission requirements for the program. (If there are different categories of admission, e.g., unconditional, probationary, etc., describe each) As published in the Stephen F. Austin State University Graduate Bulletin 1994-96 (pp. 101-102, see enclosed Graduate Bulletin) "Admission to the degree program in counseling is contingent upon admission to the Graduate School; therefore, students applying to the Graduate Counseling Program must first apply to the Stephen F. Austin State University Graduate School. Criteria for clear admission to the Graduate School include a 2.8 GPA on the last 60 hours of undergraduate work and a 2.5 on all undergraduate work. Further, the applicant must present General Test Scores on the Graduate Record Examination (GRE). The Community and Rehabilitation Counseling Program in the Department of Counseling and Special Educational Programs are nationally accredited by the Council on Accreditation of Counseling and Related Educational Programs (CACREP) and the Council on Rehabilitation Education (CORE) Program. Admission procedures require: 1. Application to the Graduate School 2. Official Transcript(s) Substantive Degree Program Request 3. Verbal and quantitative Graduate Record Examination (GRE) Scores 4. A composite score of a student's last 60 undergraduate hours GPA multiplied by the GRE Scores which equals at least 2000. (Verbal and Quantitative GRE Scores times last 60 hours GPA = 2000 + ) 5. Three (3) letters of recommendation - of which one should be from a professional in the field of study. 6. Application to certificate program (School Counseling certificate emphasis only) 7. Autobiographical letter of application to the department. Responses to the following questions should total 2-4 pages, typed and double-spaced. A. Why did you choose counseling as a possible career and what life experiences have led you to your decision to enter the helping profession? B. Each person has two people who are important and whose feelings and opinions are valued. Tell something about your "reference group" (those who are valued) and indicate who they are and how they have affected you. 8. Current resume. The applicant's file is reviewed by the Counseling Program Admissions Committee, which makes recommendations for acceptance or rejection of individual applicants to the program. Students are only given clear admission into the Counseling Program. Students are notified by letter of the committee's recommendation of their application. C. Degree requirements 1. In tabular form, indicate the semester credit hour (SCH) requirements of each of the following categories applicable to the proposed program; include the total SCH requirement for the degree. The degree requirements were stated in the non-substantive degree proposal appended to this document. 2. Identify and describe special requirements for the program, e.g., clinicals, field experience, internship, practicum, thesis, etc. Substantive Degree Program Request GRADUATE PRACTICUM AND INTERNSHIP Practicum The Master's Degree in Rehabilitation Counseling requires that, following completion of all core and all or most of the professional specialization coursework, students complete a closely supervised practicum experience. This experience consists of a minimum of 150 hours of participation over the course of one long semester or over an entire summer (both first and second summer sessions). The course includes 1 hour of individual supervision and 1 1/2 hours of scheduled weekly meetings for group supervision. All students must make application with the Rehabilitation Graduate faculty before enrolling in the Practicum course (GCN 594). This application should be obtained from the practicum course instructor at least two weeks prior to the established Practicum Deadlines. Students should confer with both the practicum instructor and the field supervisor of the location where they plan to do their experience before completing the practicum application form. Approval for registration in the practicum is dependent upon the student's satisfactory progress in all coursework prerequisite to the practicum, having been admitted to candidacy status, and upon having conferred with the RCEP personnel specified above prior to applying for permission to enroll in practicum. It is best to take GCN 594 in the fall or spring semester. Summer practicums are available upon approval of the Program Director and the student's advisor. Please refer to the Student and Faculty Practicum Manual for complete information on the requirements for practicum. Internship Students who have completed all core and professional specialization coursework, including the practicum, may make application for the field site internship course (GCN 595). The internship in Rehabilitation Counseling is a 600-hour, full-time experience for one semester in a rehabilitation setting approved by the RCEP graduate faculty and under the supervision of a field site supervisor having qualifications and experience in the student's concentration area. Students who are employed in a rehabilitation facility during the time they are participating in the graduate program may perform their internship in that same employment setting, provided they can arrange with their employer to assume a substantially new role or assignment related to their master's degree program. This special arrangement must be clearly delineated by the student, the on-site supervisor, the internship course instructor, and the student's academic advisor and stated in writing along with the Application for Internship to be submitted for approval to the graduate faculty. Students are encouraged to begin consultation with their academic advisor, internship course instructor and the internship site supervisor at least one month before pre-registration for the semester in which the internship is planned. Please refer to the Graduate Internship Manual, obtained from the RCEP Director or the Internship Instructor, for details regarding the procedures and guidelines for the internship experience. Substantive Degree Program 3. If transfer students uould be admitted to the program, list articulation agreements completed, in negotiation, or planned. Transfer students are considered according to guidelines published in the SFASU Graduate Bulletin 1994-96 (p. 29). D. Curriculum 1. Identify by prefix, number, title and description (including prerequisites courses to be required or elected in the proposed program. Course prefix, number and title are found in Appendix B. Course descriptions taken from the SFASU Graduate Bulletin 1994-96 are in Appendix E. 2. If the program design includes multiple curricula (concentrations, emphases, options, specializations, tracks, etc.), identify courses unique to each alternative. This program does not include such designs. 3. Provide a semester by semester projection for offering of the required and prescribed courses during the first 5 years. Appendix C provides a semester by semester breakdown of class offerings for prerequisites, required courses and electives in the Department of Counseling and Special Educational Programs. 4. Describe arrangements that would serve non-traditional students, e.g., non-traditionally scheduled classes, delivery of instruction by telecommunications and/or off-campus instruction sites, library services, student advisement, etc., if applicable. Not applicable. 5. If the general education/core curriculum component of the proposed program differs from that required for all or most other undergraduate programs at the institution, indicate how and why. This is a graduate program and does not effect undergraduate education. E. Supporting Fields 1. Identfy existing degree programs and non-degree supporting fields that Substantive Degree Program Req^es: would complement the proposed program; describe the relationship of each to the proposed program. This area was discussed in the previously submitted non-substantive degree program proposal. 2. If the existing programs or supporting fields would require updating or expansion because of the new program, explain how and why. This area was discussed in the previously submitted non-substantive degree program proposal. F. Effect on Existing Programs 1. Describe how existing courses would be affected by enrollments generated in the proposed program, including, but not limited to, the potential need for additional sections or increased class sized, faculty, library resources, equipment, supplies, and/or space. This area was discussed in the previously submitted non-substantive degree program proposal. 2. For a graduate program, describe how related undergraduate programs would be affecte by enrollments in the proposed program, including changes anticupated in the rank and/or credentials of faculty teaching in the undergraduate program, and use of graduate student Teaching Assistants, Graduate Assistants, Assistant Instructors, etc., and their credentials- Provide evidence that faculty (full-time, part-time, or TAs) in the proposed program, or who would replace current faculty reassigned to the proposed program, would meet Southern Association minimum standards for credentials and experience. This area was discussed in the previously submitted non-substantive degree program proposal. G. Accreditation 1. If there is a professional program accreditation procedure in this field, attach current standards. Listed are the title(s) of the course(s) that address standards set by the Council on Rehabilitation Education (CORE). Complete CORE Standards are to found in Appendix D. Substantive Degree Program Request Standard C.2.1. Foundations of Rehabilitation Counseling history and philosophy of rehabilitation and legislation affecting individuals with disabilities organizational structure of the vocational rehabilitation systems including public, private tor-profit and not-for-profit service settings laws and ethical standards affecting rehabilitation counseling practice, with examples of their application societal issues, trends and developments that relate to rehabilitation C.2.2 Counseling Services: behavior, personality, human growth and development individual, group and family counseling theories and practices Course Content Rehabilitation Process and Practice Seminar in Rehabilitation Counseling Rehabilitation Process and Practice Rehabilitation of the Severely Disabled Rehabilitation Process and Practice Seminar in Rehabilitation Counseling Practicum in Rehabilitation Counseling Internship in Rehabilitation Counseling Rehabilitation of the Severely Disabled Seminar in Rehabilitation Rehabilitation of the Severely Disabled Vocational and Education Information Multicultural Counseling Mental Health Counseling Adv. Human Growth and Development Theories of Counseling Group Counseling Counseling Skills and Techniques multi-cultural and gender issues Multicultural Counseling Substantive Degree Program Request environmental and attitudinal barriers individuals with disabilities Psvchosocial Aspects of Counseling Rehabilitation of the Severely Disabled Seminar in Rehabilitation services to a variety of disability populations, including multiple disabilities in diverse settings Vocational Evaluation and Job Placement of the Severely Disabled Rehabilitation of the Severely Disabled Psvchosocial Aspects of Disability Seminar in Rehabilitation C.2.3 Case Management: case management process, including case findings Rehabilitation Process and Practice Vocational Evaluation and Job Placement of the Severely Disabled service coordination, referral to and utilization of other disciplines, and Rehabilitation Process and Practice Rehabilitation of the Severely Disabled Seminar in Rehabilitation planning for the provision of independent living services and vocational rehabilitation services client advocacy identification and use of community resources and services in rehabilitation planning Rehabilitation of the Severely Disabled Seminar in Rehabilitation Rehabilitation Process and Practice Rehabilitation of the Severely Disabled Vocational Evaluation and Job Placement with the Severely Disabled computer applications and technology for caseload management, functional assessment, job matching, etc. Rehabilitation Process and Practice Vocational Evaluation and Job Placement of the Severely Disabled Vocational and Education Information C.2.4 Vocational and Career Choice vocational aspects of disabilities, including theories and approaches to career development and exploration occupational information, labor market trends, and the importance of meaningful employment Vocational and Education Information Rehabilitation of the Severely Disabled Vocational and Education Information Rehabilitation Process and Practice Substantive Degree Program Request C.2.5 Assessment medical aspects of disabilities, functional capacities of individuals with disabilities, and appropriate intervention resources (e.g., assistive technology) psycho-social aspects of disabilities, including the impact of disability on the individual and family, and personal, social and cultural adjustment to life evaluation approaches, techniques, interpretation, available resources, and vocational evaluation C.2.6 Job Development and Placement job analysis, work-site modification and restructuring, including the application of appropriate technology job development, job placement, employer contacts, supported employment, follow-up and/or follow-along services Medical Orientation to Counseling Psvchosocial Aspects of Disability Rehabilitation of the Severely Disabled Vocational Evaluation and Job Placement of the Severely Disabled Tests and Measurement Mental Health Counseling Vocational Evaluation and Job Placement of the Severely Disabled Seminar in Rehabilitation Vocational Evaluation and Job Placement of the Severely Disabled Rehabilitation of the Severely Disabled Seminar in Job Placement and Development C.2.7 Research rehabilitation research literature; statistics, methods and types of research analyses design of research projects and consultation on survey procedures and needs assessment approaches Tests and Measurements Seminar in Rehabilitation Research Methods Research Methods 2. Stephen F. Austin State University's intention regarding accreditation The Department of Counseling and Special Education Programs applied for and was awarded three years full accreditation from the Council on Rehabilitation Education (CORE) in November 1993. Substantive Degree Program Request 10 V. EVALUATION A. Describe procedures for evaluation of the program and its effectiveness in the first five years of the program, including admission and retention rates, program outcomes assessment, placement of graduates, changes of job market need/demand, ex-student/graduate survey, or other procedures. How would evaluations be carried out? The Program Director maintains a complete data base of all students and graduates from the program. Each student is evaluated by the graduate faculty each semester either by joint faculty evaluation or through candidacy and comprehensive examination processes. Students are required to evaluate their instructors each semester, their supervisors during practicum and internship and the program as a whole upon graduation. Six months following graduation, each student and employer are asked to evaluate the student's preparation as a Rehabilitation Counselor. All the information is compiled and used by the faculty to develop/revise curriculum, evaluate practicum and internship sites and to advise students and graduates. Further, the program director monitors the students' accomplishments in the area of certification (Certified Rehabilitation Counselor) and licensure (Licensed Professional Counselor). Annually, employers of rehabilitation counselors are assessed as to their needs in the employment market. This survey is accomplished through the cooperation and assistance of the undergraduate rehabilitation program. Additionally, each re-accreditation cycle, the Council on Rehabilitation Education evaluates all graduates of the program, supervisors of counselors in training, and employers of graduates as to the adequacy of the program in meeting the needs of the consumer and the employer. This information is essential to the accreditation process and is made available to university administration for evaluation of the overall program. VI. PROGRAM NEED/DEMAND A. Identify similar programs at: 1. Texas public and independent universities, The program at SFASU is one of three existing programs in Rehabilitation Counseling in Texas. The University of Texas at Austin and the University of North Texas are the only two other programs admitting students at this time. The Substantive Degree Program Request 11 Rehabilitation Counselor Education Program at SFASU has the singular distinction of preparing students to sit tor the Licensed Professional Counselor Examination in Texas. This is important because we have the only program which trains Rehabilitation Counselors who can immediately provide services to people with disabilities in the private sector. B. Describe justification for the proposed program in terms of the following, as applicable: 1. Local, regional state, national, and international needs Reauthorization of the Rehabilitation Act of 1973 and passage of the Americans with Disabilities Act (ADA) have created "an opportunity to ...expand our emphasis on vocational training and placement and prepare people with disabilities to take advantage of the provisions of Title I of the ADA that prohibit discrimination on the basis of disability in hiring and retention practices in the public and private sectors" (Carney, August-September, 1992, pg 1). A 1986 Harris Poll showed that 67 percent of all Americans with disabilities aged 16-64 were not working. In 1991-1992 this figure remains unchanged. "According to the U.S. Bureau of the Census March 1988 Current Population Survey (CPS), only 32 percent of working-age adults with disabilities work or actively seek employment ... more than two-thirds of adults with disabilities are not working (Carney, June-July, 1992, p. 1) . By contrast, 79 percent of non-disabled adults in the same age range are in the labor force" (Nathanson, 1990, p. 3). In 1988 the State/Federal Vocational Rehabilitation program served 918,876 individuals; however, only 218,000, about 24 percent, were reported as rehabilitated and gainfully employed..." (Leneway, 1991, p. 46). An estimated 250,000 to 300,000 disabled high school students reach transition point each year (Will, 1984). Many expect to find jobs after graduation. In reality, the reverse is true (Rhodes, 1986). Unemployment rates for these individuals range anywhere from 50 percent to 70 percent (U.S. Commission on Civil Rights, 1983) and a large number do not retain their jobs for long periods of time. A national survey of disabled employees indicated 76 percent of those who began employment remained on the job for more than 60 days (Kierman & Ciborowaki, 1985), but an 8-10 year follow-up study (Schalock & Lilley, 1986) showed that this figure dropped to 31 percent over a longer period of time (Kiernan & Stark, 1986). Bowe (1986) reviewed these statistics and concluded that persons with disabilities face greater employment discrimination that any other minority group in the United States. It is evident that there are far more individuals with disabilities wishing or seeking employment than are being placed. The Disability Statistics Bulletin (1988) reported that about 16.6 percent of the working age population (10 million) was unable to work, making them prime candidates for independent living services. However, only 25 percent of the disabled population are aware of such services and only 2 percent of the population report using them (ICD, 1986). The need for rehabilitation services in rural areas is also of great concern. There are an estimated 8.5 million individuals with some form of disability living in rural America (Page, 1988). In addition, 67 Substantive Degree Program Request percent of all schools in the United States are located in rural areas, along with the minority of "underserved and unserved students" (Halper, 1989). Many of these students will leave school and be in need of rehabilitation services and employment. The National Training Needs Analysis and Summary - Final Report (Pelavin, Pelavin & Celebruski, 1990, 1992), published by the Rehabilitation Services Administration, showed a growing need to expand the training of rehabilitation counselors to address the critical need for Master's level training in rehabilitation counseling. These counselors are not only needed to work in state rehabilitation agencies, but in independent living programs, supported employment programs, client assistance programs, traumatic brain injury rehabilitation programs and other public and private rehabilitation agencies. The rehabilitation counselor plays a key role in providing services for individuals who are disabled. Clearly, there are insufficient numbers of qualified professional rehabiiitation counselors to assist teenagers and adults with disabilities in attaining their employment and independent living objectives. This is confirmed by studies by Roberts and Oliveri (1985) who reported that rehabilitation counselors account for 8,664, or 19 percent of all positions in the State/Federal system nationwide and represent the largest group of direct service providers. State/Federal vocational rehabilitation agencies across the country estimated a yearly demand of 1,939 rehabilitation counselors, again the largest number of direct service providers. Demand was based on a 15 percent turnover rate and a 7 percent growth rate. To underline the manpower shortage in this area, one should note a study by Ugland, Coffey and Menz (1985) which showed only 1,437 graduates of master's level rehabilitation counseling programs in 1983 and 1984, half of what was needed for that two year period. Pelavin, Pelavin and Celebusik (1990, 1992) stressed three areas of concern: (1) the largest number of unfilled positions in rehabilitation agencies nationally were in rehabilitation counseling; (2) attracting rehabilitation counselors was a critical area of need and (3) respondents from rehabilitation agencies felt that there was an unsatisfactory pool of applicants from which to draw. The RSA priorities are currently focusing on increased responsibilities for rehabilitation counselors which will require improved and expanded skills and competencies. Rehabilitation education training programs are needed that can provide flexible and innovative approaches that keep their curriculum current to meet the changing needs of the field and ensure that their graduates are prepared to provide up-to-date services. These programs must place greater emphasis on supported employment, transition from school-to-work environments and needs of individuals with traumatic brain injuries, chronic mental illness and learning disabilities. Counselors, especially with the advent of the Americans with Disabilities Act and the Rehabilitation Act Amendments of 1992, must be prepared to work more directly with employers and to educate them in terms of the benefits and opportunities available when hiring employees with severe disabilities. Today's rehabilitation counselors must have the ability to use all available and relevant community resources effectively and to become more actively and directly involved within the community. Regional Needs: The national needs and priorities are reflected in the specific needs within this Substantive Degree Program Request 13 region and the State of Texas for trained vocational rehabilitation counselors. Disability is not distributed equally across the United States. Four of the five states in RSA Region VI are above the national average in percentage of the working age population who have one or more disabilities (Bowe, 1984). A 1985 regional study indicated that job development/job placement and counselor-employer relationship training were among the most frequent needs requested by State Vocational Rehabilitation (VR) Agency, RSA Regional Office, and RRCEP. The need for qualified rehabilitation counselors is of vital importance to state vocational rehabilitation programs as well as to the public and private rehabilitation facilities. The importance of rehabilitation facilities has been steadily increasing over the years. Menz (1983), in his study of personnel needs of rehabilitation facilities in the U.S., projected a 16.5 percent increase in the number of facilities between 1980 and 1990 and concluded that between 100,000 and 300,000 new persons would be needed to fill resulting staff positions. Projections include a continuing and increasing need for trained rehabilitation workers in rehabilitation facilities into the mid-90s. As rehabilitation facilities expand into the community to provide supported employment services there is likely to be an ever increasing need for professionals with master's degrees in rehabilitation counseling. Another factor influencing the need for trained rehabilitation counselors is their high rate of employment in public school, TBI (traumatic brain injury) programs, supported employment programs, private rehabilitation agencies and insurance companies. Individuals with severe disabilities are indicating that, in comparison to other relevant needs (e.g., medical services, transportation, money), vocational training is clearly the number one expressed need (Cook, 1989). The Rehabilitation Act Amendments of 1992 is already having a tremendous impact on the need for qualified rehabilitation counselors. Although interpretive guidelines are in development, legislative language and national operational demands are likely to increase the need for qualified, master's degree trained rehabilitation counselors. Current Needs Within the State, Meeting the demand for trained rehabilitation counselors has also become a problem in Texas. Wilkins, DeLoach and Banks (1985) reported that the state vocational rehabilitation agencies in Region VI employ approximately 750 rehabilitation counselors or 8 percent of the national pool. Coupled with the fact that the Region has only 7 percent of all rehabilitation counseling programs accredited by the Council on Rehabilitation Education and typically receives about 8 percent of RSA rehabilitation counseling training funds, the short fall of trained rehabilitation counselors can only increase problems in providing services to the large number of working age disabled in the area. The turnover rates at the Texas Rehabilitation Commission (TRC) and the Texas Commission for the Blind (TCB) alone approximate 20 percent and require about 105 new counselors yearly, considerably more than the annual number of graduates of all rehabilitation counseling master's programs in Texas (Personal Communications with Commissioner Arrell of TRC and Executive Director Pat Westbrook of TCB, March 1990). Substantive Degree Program Request U A follow-up telephone survey in December 1992 of the rehabilitation counseling master's programs in the state (University of Texas - Austin and the University of North Texas) indicated that an average of 28 masters level personnel were being graduated per year from both schools. Combined with the Stephen F. Austin State University's graduates, only about 30 percent of the number of new counselors needed per year are being graduated annually (Personal Communication, Randall Parker, University of Texas-Austin, January 25, 1993). In their FY 92 & 93 Legislative Appropriation Request, TRC projected the following for 1993: an 84 percent increase in the number of students in special education needing transitional planning; a projected 978,000 persons needing vocational rehabilitation services with only 7 percent being served; and a needed 215 percent increase in funding for VR services, transition services and independent living services. A need was cited for new counselors to work in the areas of vocational rehabilitation basic support services, services for public schools graduates and dropouts, the seriously mentally ill, transitional services for students and assisted employment for the mentally ill. It is imperative that the number and quality of rehabilitation counselors, especially in Region VI and within the state of Texas be increased. To attain that objective requires a substantial rise in the number of new rehabilitation counselors being graduated annually and available to work in both public and private rehabilitation settings. It is generally recognized that master's level training of rehabilitation counselors produces individuals who are more likely to work with severely disabled individuals and to seek innovative solutions to rehabilitation problems. Wright, Leahy and Riedesel (1987) suggest that master's degree rehabilitation counselors may possess knowledge and/or characteristics which contribute to more positive outcomes with persons with severe disabilities than those attained by rehabilitation counselors with degrees in other areas. This research is reinforced by Szymanski & Parker's 1989 study, which has documented the clear value of master's educated rehabilitation counselors compared to less educated or non-rehabilitation oriented counselors. They found that New York State Division of Vocational Rehabilitation counselors with master's degrees in rehabilitation counseling (MRCs) had significantly higher competitive closure rates for clients with severe disabilities than counselors with master's degrees in related areas (guidance and counseling or special education) and up to 1.4 years of experience. Furthermore, MRCs had higher competitive closure rates than counselors with unrelated master's degrees or bachelor's degrees and up to 7.0 years of agency service. Thus, it would appear more cost efficient for rehabilitation agencies to hire counselors with master's degrees in rehabilitation counseling. The results should be a higher closure rate in a shorter period of time and more individuals with severe disabilities having met their employment or independent living objectives. It is essential that the content of any program prepare graduates who can address not only unemployment, but also underemployment among people who are severely disabled. Disabled workers frequently face a pattern of intermittent employment, relegation to the secondary labor market, lack of career advancement and disproportionately low wages (Levitan & Taggert, 1977). Substantive Degree Program Request 15 Counselors must be trained to be more efficient and effective in meeting this problem. Skill training should be emphasized in diagnosis, counseling, community resource utilization and recording and reporting functions stressed by the National Council on Rehabilitation Education (CORE) and the Council on Rehabilitation Counselor Certification (CRCC). The need for increased expertise in placement activities has also been documented. Roberts and Oliveri (1985) reported that, in rating 24 important training needs of rehabilitation counselors, placement was ranked number one by academic programs, number two by regional continuing education centers and number three (behind case management and planning) by service providers. More specifically, the Region VI 1985 training needs assessment survey found that placement and job development were second only to service delivery in the number of training "slots" requested by state vocational rehabilitation agencies for their personnel. Our own Training Needs Assessment (1991- 1992) includes responses from rehabilitation agencies and facilities in Region VI, and indicates that job placement is the top need expressed by these agencies engaged in rehabilitation. Stephen F. Austin State University is proposing to expand and evaluate the graduate rehabilitation training program in an effort to address the acknowledged manpower shortage and at the same time produce personnel with the essential skills demanded of a quality rehabilitation professional. In addition to having developed a successful undergraduate rehabilitation training program over the past 17 years which can provide qualified candidates for a master's level rehabilitation counseling program, Stephen F. Austin State University has the advantage of being located in rural East Texas. The importance of the proposed program being located in a rural population area is documented by Voss and Doherty (1979). Their research shows that for the first time in American history, the rural area population is growing faster than non-rural or urban areas. This increase, at least in part, is attributed to alternative sources of work now available in rural areas, the influence of non-monetary style cf life objectives and the settlement of retired people. A 1983 report conducted at the Joint Center for Urban Studies of the Massachusetts Institute of Technology and Harvard University indicated a projected rural population growth of 26 percent during the next decade. Texas population alone is expected to double in the next 60 years growing to a population of more than 35 million residents (Texas Department of Statistics). The major impact will be in the rural and non-urban areas. Increases of population will continually require increased manpower trained to provide services to the mounting number of clients with disabilities in this region. Trends over the last few years and projected trends for the future indicate an increasing need for human service workers with professional rehabilitation skills coupled with specific skills required for transition into business and industry. This project will prepare those qualified rehabilitation professionals who counsel with the severely disabled and who will be in great demand throughout the next two decades. 2. The long-range academic plan of the institution SFA 95, the University's long range academic plan calls for a commitment to "high quality graduate education that adds strength and stature to an outstanding undergraduate program" (SFA 98, p.p. 24-25, see enclosed SFA Substantive Degree Program Request 16 98). This fully accredited Rehabilitation Counseling Education Program already meets and in some instances exceeds the goals of SFA 98 as an outcome based educational program. 3. Demand for prospective students During the latest admission cycle, the demand for admission to the Rehabilitation Counseling program was over two times the capacity for admission. Over the past nine months, the program has received more than 120 requests for information and application materials into the program. Eight students will be admitted for the Fall, 1994 semester, with two on the waiting list and eight having been turned down due to lack of available resources to meet the demand. 4. Job market needs (identify specific potential employers and supply names, addresses, and phone numbers where possible). This program has graduated seven students with the emphasis in Rehabilitation Counseling. All graduates have had jobs upon graduation, often before graduation. The demand has been so great that the Texas Rehabilitation Commission has obligated funds for paid internships for students graduating from CORE Accredited programs throughout the state of Texas. They have created 27 internship slots in Texas and have agreed to hire the intern upon successful completion of the internship without a competitive search process. This has allowed five of our graduates to be placed in a wage earning position during their internship experience. Potential Employers Texas Rehabilitation Commission Human Resource Management 4900 N. Lamar Blvd. Austin, Texas 78751-2399 (512)483-4320 Texas Commission for the Blind 4800 North Lamar Blvd. Austin, Texas 78751 (512)467-6300 Deep East Texas MHMR 4101 South Medford Drive Lufkin, Texas 75901 (409)639-1141 Substantive Degree Program Request Dallas Rehabilitation Institute 9713 Harry Hines Boulevard Dallas, Texas 75220 (214)358-8440 Goodwill Industries, Nationwide Easter Seal of America Transitional Learning Centers for TBI Division of Rehabilitation Services State of Louisiana 1755 Florida Blvd. Baton Rouge, LA 77561 (504) 342-2289 The Transitional Learning Community at Galveston P.O. Box 1288 Galveston, Texas 77553 (409) 762-6661 V. PROGRAM POTENTIAL A. Estimate the cumulative headcount and full time equivalent (FTE) enrollment for each of the first five years (majors only), considering expected attrition and graduation and indicate the number expected to be new to the institution each year. B. Explain assumptions used in making these estimates. The figures stated above are based on the maximum number of admissions the program can support with the present facuiity to student ratio of 10 to I. The Substantive Degree Program Request 18 program has one full time faculty with 1.5 FTE in ancillary faculty. Due to the demands of the program and the CORE accreditation standards, the program can only support 10-12 admissions annually. Since the program has been awarded a RSA Long-Term Training Grant through the 1996-97 academic year, it is reasonable that with 10 stipends to award the admission figures can remain stable at this minimal level. VI. RESOURCES Please refer to the appended non-substantive degree change request that addresses resource adequacy. VII. COSTS On the attached form, provide estimates of new costs to the institution related to the proposed program(s) and provide information regarding sources of the funding that would defray those costs. NOTE Under Coordinating Board procedures, proposals for new programs and administrative units must be accompanied by (a) a statement certifying the adequacy of funding, or (b) a statement regarding the need for funds not yet available to the institution. The statement must be from the chief administrative officer of the requesting institution. ("Policy on Adequate Financing, " Coordinating Board, January 1992.) Substantive Degree Program Request 19 VIII. ADDITIONAL COMMENTS THAT WOULD BE HELPFUL TO THE COORDINATING BOARD IN EVALUATING THIS PROGRAM REQUEST. This proposal is based upon more than 17 years of rehabilitation education at Stephen F. Austin State University. SFASU has been providing approved graduate education in rehabilitation since 1967 in the areas of medical aspects of counseling and chemical dependency counseling. It is upon the strong foundation of counseling that this proposal is founded along with strong administrative support at SFASU. It has only been in the past three years that the Rehabilitation Counseling program has been developed and was the first Rehabilitation Program to gain both Council on Rehabilitation Education and Council on Accreditation of Counseling and Related Educational Programs (CACREP) accreditation on its first attempt. Combined with the successful award of eight years of Federal funding for rehabilitation counseling the RCEP is a strong program filling the needs of both the state and the region for qualified rehabilitation counselors. Further, SFASU's program is presently the only program in the state that is designed and implemented to produce practitioners that can meet the new standards for Licensed Professional Counselor licensure in Texas. This has resulted in an increased interest in admission as well as increased visibility both locally and nationally. We now receive 10-12 requests for admission information per week. This helps assure that only the highest quality student gains admission and represents both SFASU and Texas in this professional field. Finally, there is demonstrable need for qualified rehabilitation professionals to work with people with disabilities in this state. The supply is inadequate and only by increasing the supply will the much needed individuals be available. Substantive Degree Program Request 20 APPENDIX A NEW COSTS TO THE INSTITUTION AND SOURCES OF FUNDING Substantive Degree Program Request 21 NEW COSTS TO THE INSTITUTION AND SOURCES OF FUNDING Specify source(s) (e.g., Special Iten Appropriation, Auxiliary Enterprise Funds, Discretionary Funds, special grant or contract, etc.) Endowment ncome, 11KAF Substantive Degree Program Request APPENDIX B COURSES REQUIRED OR ELECTED Substantive Degree Program Request 23 Substantive Degree Program Request 24 APPENDIX C SEMESTER BY SEMESTER SCHEDULE OF CLASS OFFERINGS Substantive Degree Program Request Fall X X Spring X 25 Summer I Summer II X Iraduate Rehabilitation Counseling Courses ISE S41 Seminar in Rehabilitation Counseling ISE 542 Psychosocial Aspects of Counseling ICN S20 Introduction to Counseling ICN 521 Advanced Seminar in Chemical Dependency Counseling iCN 522 Family Counseling JCN 524 School Counseling JCN 525 Vocational and Educational Information JCN 526 Medical Orientation to Counseling JCN 527 Advanced Methods of Marriage and Family Therapy iCN 528 Group Counseling JCN 529 Advanced Therapy Strategies for Parent-Child Rel. JCN 531 Theories of Counseling JCN 533 Counseling Skills and Techniques JCN 535 Multicultural Counseling JCN 538 Advanced Group Counseling 5CN 540 Special Topics in Counseling iPS 550 Research Methods iPS 559 Test and Measurements iPS 585 Advanced Human Growth and Development iPS 591 Mental Health and Psychopathology 3CN 594 Practicum in Counseling (Rehabilitation) 3CN 595 Internship in Counseling Ml courses are approved and presently scheduled. EPS 591 Mental Health Counseling is to be retitled Mental Health and Psychopathology in the Pall of 1994. X (Every Other Fall X X X X X X X X(Every Other Spring) X X X X X X X X(Every other Fall) X X X X X X X X X X X X X X X X X X X X Substantive Degree Program Request 26 APPENDIX D CORE ACCREDITATION STANDARDS A M % r m i t Standards for Rehabilitation Counselor Education Programs Council on Rehabilitation Education Accreditation Manual V« Standards for Rehabilitation Counselor Education Programs The granting of accreditation or any other CORE recognition is based on the level of a program's compliance with all applicable standards^ Non-compliance with any one standard is not sufficient cause to withhold recognition. The importance of non-compliance with a given standard will depend on how such non-compliance relates to other possible weaknesses of the program. The final decision regarding recognition* is based on the balance between program strengths and weaknesses.* In addition, accreditation decisions should reflect recommendations to facilitate program improvement. Since the CORE accreditation process emphasizes outcome-oriented data, the response rates from survey respondent groups are very important in assessing the compliance with standards and the appropriateness of curricular experiences. It is expected that each group's response return rate be at least 50% for graduates, employers, and clinical supervisors and be at least 90% for current second-year students. Standards include the characteristics and outcomes that, by general consent, state a level of expectation against which programs can be compared. However, standards should not limit program creativity or prevent variability. Programs may adopt innovative procedures or experiences that address standards in a different manner. If a creative' approach is utilized, an explanation and rationale of how the standards are met must be included so CORE may accept or reject the appropriateness of such an approach and determine the degree of compliance with the standards. SECTION A: Mission and Objectives A.I There shall be written statements of the program's mission and objectives. A.2 The objectives shall focus on graduate studies in rehabilitation counselor education and shall also include professional issues and community needs consistent with the mission. A.3 The mission and objectives shall be communicated via brochures or current institutional catalogues. A.4 Program objectives shall be distributed to current students, supervisors of clinical experiences, direct service personnel in public and private agencies and facilities, faculty members in related areas, institution administration, and RCE program applicants. A. 5 The program shall sponsor, conduct and/or participate in professional and community activities consistent with its mission. 3/Q1 27 Accreditation Manual Council on Rehabilitation Education SECTION B: Program Evaluation B.I There shall be a systematic, periodic evaluation review of the program's mission and objectives, and the overall effectiveness of the RCE program in relation to its mission. Such review shall include: B.I.I self-evaluation; B.1.2 external review (e.g., advisory committee and institution). B.2 The periodic evaluation shall include: B.2.1 appropriateness of the program's objectives compared to its mission; B.2,2 content and design of the academic curriculum; B.2.3 effectiveness of practicum and internship instruction and applied experience; B.2.4 professional and community contributions of the program and its faculty in relation to its mission; B.2.5 degree of graduate achievement, including employment obtained by graduates; B.2.6 recruitment and retention of students; B.2.7 program recognition, support, and resources; B.2.8 RCE faculty strength in composition, qualifications, and performance, B,3 Results of the evaluation of the mission and objectives shall be: B.3.1 communicated to institution administration with corresponding recommendations for further improvement, modification, and/or changes documented; B.3.2 communicated to CORE as part of the Self Study. SECTION Ci Curriculum C.I Graduates awarded master's degrees shall have participated in the equivalent of full-time graduate study for two academic years consisting of a minimum of 48 semester hours or 72 quarter hours. If equivalency provisions are used to meet the individual student's requirement for graduation, the procedure and rationale for equivalency provisions shall be clearly documented. In no case may 2B 3/91 Council on Rehabilitation Education Accreditation iManual equivalency provisions result in a program with less than 42 graduate semester or 63 quarter hours or be used for Section D.I of these Standards. C.2 The required curriculum of graduate study shall provide for obtaining essential knowledge, skills, and attitudes necessary to function effectively as a professional rehabilitation counselor. Study units or courses would typically include, but are not limited to, the following areas: C.2.1 Foundations of Rehabilitation Counseling ♦ history and philosophy of rehabilitation and legislation affecting individuals with disabilities; • organizational structure of the vocational rehabilitation systems, including public, private for-profit, and not-for-profit service settings; 18.^5 ?T?.d- 6thic?J / counseling practice, with examples of their application; • societal issues, trends, and developments as they relate to rehabilitation. C.2.2 Counseling* Services • behavior, personality, human growth and development; • individual, group and family counseling theories and practices; • multi-cultural and gender issues; • environmental and attitudinal barriers to individuals with disabilities; • services to a variety of disability populations, including multiple disabilities, in diverse settings. C.2.3 Case Management • case management process, including case finding, service coordination, referral to and utilization of other disciplines, and client advocacy; • planning for the provision of independent living services and vocational rehabilitation services; • identification and use of community resources and services in rehabilitation planning; Accreditation Manual Council on Rehabilitation Education • computer applications and technology for caseload management, functional assessment, job matching, etc. C.2.4 Vocational and Career Development • vocational aspects of disabilities, including theories and approaches to career development and exploration; • occupational information, labor market trends, and the importance of meaningful employment. C.2.5 Assessment • medical aspects of disabilities, functional capacities of individuals with disabilities, and appropriate intervention resources (e.g., assistive technology); • psycho-social aspects of disabilities, including the impact of disability on the individual and family, and personal, social and cultural adjustment to life; • evaluation approaches, techniques, interpretation, available resources, and vocational evaluation. C.2.6 Job Development and Placement • job analysis, work-site modification and restructuring, including the application of appropriate technology; + job development, job placement, employer contacts, supported employment, follow-up and/or follow-along services. C.2.7 Research • rehabilitation research literature; statistics, methods, and types of research analyses; • design of research projects and consultation on survey procedures and needs assessment approaches. C.3 The rehabilitation curriculum shall contain electives, in addition to the required curriculum, for obtaining knowledge, skills, and attitudes appropriate to the mission and objectives of the program and the needs of its students. C.4 Course or unit syllabi are available, upon request by students, at the beginning of each new enrollment period and include, at a minimum: a. course/unit objectives; 3/91 Council on Rehabilitation Education Accreditation Manual b. content areas; c. texts or required readings; d. student evaluation criteria. C.5 The program shall provide ongoing opportunity throughout the course of study for experience with individuals with disabilities in a variety of community and rehabilitation settings, SECTION D: Clinical Experience D.I Students shall have supervised rehabilitation counseling practicum and internship experiences that include: D.I.I a minimum of 100 clock hours of practicum experience; D.1.2 a minimum of 600 clock hours of internship experience in settings* D.1.3 written expectations and procedures for these experiences, which shall be contained in a manual or other appropriate documents) and distributed to students and supervisors; D.1.4 the following activities: a. orientation to program components, policies and procedures; introduction to staff and their role and function; identification of the expectations for interns; b. observation of all aspects of the delivery of rehabilitation counseling services; c. work assignments, performing the tasks required of an employed rehabilitation counselor in a rehabilitation setting from intake to discharge and/or placement; d. reporting, including all required academic reports as well as logs, weekly progress reviews, and summaries of activities; D.1.5 evaluation of student performance, including self-evaluation by the student, the field-site supervisor, and the faculty supervisor. D.2 Internship experiences shall be carried out under the regularly scheduled supervision of a Certified Rehabilitation Counselor (CRC), and the expectations of this supervision shall be communicated to the on-site supervisor. In those cases where a CRC is not available in the internship setting, an RCE faculty member will supervise the student t v I Accreditation Manual Council on Rehabilitation Education intern, in addition to the ongoing supervision provided by the field-site supervisor. D.2.1 Any faculty member who is responsible for internship supervision shall be a Certified Rehabilitation Counselor (CRC). D.3 The RCE program shall use internship experience sites that provide rehabilitation counseling services to individuals with disabilities appropriate to the mission of the program. * D.3.1 Where applicable, there shall be documented evidence that the sites are accredited or seeking accreditation by recognized national accrediting bodies, D.4 The quality of field-site internship supervision shall be maintained by the regular provision of in-service education, information, and/or other professional development activities to field-site supervisors. D.5 The individual supervision of five students shall be considered equivalent to the teaching: of one three-semester hour course, due to the intensive, one-on-one instruction necessary in practicum and internship. For both practicum and internship experiences, there shall be a minimum of one (1) hour per week of individual supervision by a program faculty member or a qualified individual working under the supervision of a program faculty member. SECTION E: Educational Outcomes E.I Program graduates shall satisfactorily practice rehabilitation counseling in a legal and ethical manner and show understanding of the history, philosophy, and structure of the rehabilitation delivery systems in the United States. Tasks typically include the ability to: E.1.1 apply ethical principles and standards; E.L2 apply appropriate legal principles and utilize ethical decision-making skills in resolving ethical dilemmas; E.1.3 demonstrate knowledge of the history, philosophy, and legislation affecting rehabilitation and the scope of services of various service delivery systems. E.2 Program graduates shall satisfactorily practice rehabilitation counseling with individuals, groups, and/or families. Tasks typically include the ability to: E.2.1 conduct individual counseling sessions; E.2.2 develop and maintain a counseling relationship; O/Q1 Council on Rehabilitation Educnt )n Accreditation Manual E.2.3 establish individual goals and objectives of counseling; E.2.4 assist an individual with crisis resolution; E.2.5 facilitate an individual's independent decision-making; E.2.6 conduct group counseling sessions on adjustment and/or other vocational problems, when appropriate; E.2.7 involve, when appropriate, the individual's family/significant others in the counseling sessions; E.2.8 recommend strategies to resolve identified problems that impede the rehabilitation process. E.3 Program graduates shall satisfactorily practice rehabilitation counseling in rehabilitation planning and case management. Tasks typically include the ability to: iii.ci.l determine the adequacy of information for rehabilitation planning; E.3.2 integrate cultural, social, economic, disability-related, and environmental factors in planning; E.3.3 identify available resources and determine jointly, with the consumer, an appropriate rehabilitation plan; E.3.4 facilitate with the individual the development of a rehabilitation and/or independent living plan; E.3.5 communicate with other service providers involved with the individual and/or the family; E.3.6 determine mutual responsibilities with other service providers involved with the individual/family, E.3.7 refer individuals to other community resources when appropriate; E.3.8 assist individuals in identifying potential fiscal resources to obtain needed services; E.3.9 serve as a consultant to other community agencies to promote the integration of individuals within the community, E.3.10 market the benefits and availability of rehabilitation services; E.3.11 identify appropriate computer-related resources and assistive technology. 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